McGowan Special Education Advocacy Group

Ensuring that every child receives an appropriate education through collaboration with parents and schools.


Our Focus

Attend IEP and 504 Meetings

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We work with families to resolve disputes with the school district in a collaborative manner. Recognizing that the parent is the expert concerning their child's needs.

Review IEPs and 504 Plans

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Review educational records, school Assessment Reports, IEPs, and BIPs .  Reviewing records can be requested as a single service.

Prepare IEP Goals

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Based on classroom observations, reviewing the education files and current goals we will prepare SMART Goals based on your child's strengths and needs to be presented to your IEP team.

Classroom Observation & BIPs

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In order to best serve you and your child it is important to have a firsthand knowledge of your child's abilities, needs and classroom performance.


Regional Center Disputes

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Regional centers are nonprofit private corporations that contract with  the Department of Developmental Services to provide or coordinate  services and supports for individuals with developmental disabilities.

In these days, it is doubtful that any child may reasonably be expected to succeed in life if he is denied the opportunity of an education.


                                                                                 - Brown v. Board of Education, 347 U.S. 483 (1954)

Schedule a free consultation

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McGowan Special Education Advocacy Group

(619) 738-4747

Hours

Mon

9:00 am – 5:00 pm

Tue

9:00 am – 5:00 pm

Wed

9:00 am – 5:00 pm

Thu

9:00 am – 5:00 pm

Fri

9:00 am – 5:00 pm

Sat

Closed

Sun

Closed

Making sense of it all

Individual Placement Plan (IEP)

 An IEP is unique to each individual child and his/her specific educational needs. It specifies the services to be provided, how often, who will administer the services and how the progress will be tracked.  


An IEP must be reviewed annually but an IEP meeting can be called at anytime by the parent or another IEP Team member.


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FAPE

The Individuals with Disabilities Education Act (IDEA) says that each  child who has a disability and needs special education and related  services will receive a free and appropriate public education (FAPE). Failure to provide FAPE can be an indication that the IEP does not address that individual needs of the student or is not being implemented  properly.


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Least Restrictive Environment

Least Restrictive Environment (LRE) is the requirement in federal law that 

students with disabilities receive their education, to the maximum extent 

appropriate, with non-disabled peers unless, even with supplemental aids and services, education in regular classes cannot be achieved satisfactorily.  



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504 Plan

504 plans are formal plans that schools develop to give kids  with disabilities the supports they need. These plans prevent  discrimination and protect the rights of kids with disabilities in  school. They’re covered under Section 504 of the Rehabilitation Act.





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IDEA 2004

IDEA 2004 stands for “Individuals with Disabilities Education Act of  2004”. This law was established to make sure children with disabilities  have access to a free appropriate public education with the assistance  of services that meet their individual needs.





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Independant Educational Evaluation

If you, as a parent of a child with a  disability, do not agree with the results of the individualized  evaluation of your child, as conducted by the school system, you have  the right to obtain what is known as an Independent Educational Evaluation, or an IEE (§300.502).



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Keeping Up to Date

U.S. Secretary of Education Approves Utah and California ESSA State Plans

State Superintendent of Public Instruction Tom Torlakson agreed.  "California has an ambitious plan to give additional resources to  students with the greatest needs as we prepare all students for college  and 21st century careers," he said. "The ESSA plan approved today will  support those efforts."

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Evidence-Based Interventions Under the California ESSA

The Elementary and Secondary Education Act (ESEA) has  consistently  directed educators to implement interventions grounded in  research.  Under No Child Left Behind (NCLB), districts and schools were called  to  use “scientifically-based research” as the foundation for education  programs  and interventions. This has been replaced by “evidence-based  interventions”  under the Every Student Succeeds Act (ESSA).

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DeVos rescinds 72 guidance documents outlining rights for disabled students

In a list provided Monday to The Washington Post, the department  explained why it phased out each of the 72 policy documents, many of  which clarified for students, parents and educators how the Individuals  with Disabilities in Education Act works. The department said it  scrapped a 2006 document that explained the rights of children with  disabilities in private schools because the document had been updated in  2011.

REad More from the Washington Post

Trump Administration Delays Special Ed Rule

The Trump administration is officially postponing implementation of an  Obama-era rule designed to prevent kids from certain backgrounds from  being wrongly placed in special education.

REad more on Disability scoop