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2019 TASH Conference
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Each year, the TASH Conference brings together our constituents to share resources and success stories, learn about field-driven best practices, and network within a community engaged in shared values. The Conference is attended by passionate leaders, experts, and advocates from every corner of the disability community. Conference attendees are influential in their fields and communities, and play an important role in the provision of services and supports for the millions of individuals and organizations around the world; and include professors and researchers from leading institutions; those involved in local, state, and federal governments and public policy; special and general educators, and school administrators; self-advocates, adult service providers; students, family members, and many others.  This year’s conference theme, Building Diverse and Inclusive Communities, reminds us that equity, opportunity, and inclusion relies on the input of broad perspectives and experiences.

Friday, December 6 • 5:15pm - 6:30pm
Legal Foundations: The Importance of Family Involvement

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Parent engagement in school is important for all students and has been found to lead to successful postsecondary education outcomes (Henderson, 2009). Henderson and Mapp (2002) concluded that there is a positive relationship between family engagement and improved academic achievement. This is true across socioeconomic, racial/ethnic, and educational background for students of all ages (Mapp, 2004). Research continues to demonstrate that parent involvement increases the likelihood of positive postschool outcomes for students with disabilities (Harry, 2008; Test et al., 2009). In light of this evidence, laws have been established to protect parental rights. One law, the Individuals with Disabilities Education Act (IDEA, 2004) emphasizes the importance of parent involvement and engagement particularly in their Individual Education Program (IEP). For example, Bateman (2017) stated that “the most basic IEP requirement is that a student’s parents be full, equal, and meaningful participants in the development of their child’s IEP, along with school district personnel.” (p. 87). Recent court cases emphasized the important role of parents in the development of their child’s IEP and ensuring the provision of a Free and Appropriate Public Education (FAPE). For example, at the federal level, Endrew F. v. Douglas County School District (2017) the court’s decision highlighted the important role of parents in the development of special education programming. The decision indicated school personnel and parents must work collaboratively on the development of the IEP. At the district court level, another case L.H. v. Hamilton County Department of Education (2018) provided insight into several issues including FAPE, Least Restrictive Environment (LRE), parental rights, school culture, and tuition reimbursement. In this session, we will provide information about these key court cases and assist participants in understanding their rights under the law, as well as implications from these court decisions for educational programming for students with disabilities. It is imperative for families, parents, students, practitioners, and advocates to be aware of the implications of these rulings. Additionally, across court cases in special education, parent involvement has been a key component since almost all cases that make it past due process hearings, are because to parents who know their rights and understand the implications of the law are willing to continue to appeal decisions in order to advocate for quality educational opportunities for their child. This session will provide information from key court cases and assist parents in thinking about how to apply these rulings when advocating for their child, as well as assist them in gaining knowledge to be an informed and engaged member of the IEP team.

Presenters

Friday December 6, 2019 5:15pm - 6:30pm
Akimel Lawn 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

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