Welcome to FRCD!
Chicago’s Metropolitan Area Parent Training and Information Center!
FRCD is here to help you:
- Learn about your Rights and Responsibilities under the Individuals with Disabilities Education Act (IDEA)
- Make informed decisions about your child’s Individualized Education Program (IEP)
- Obtain appropriate services for your child
- Communicate more effectively with school professionals
- Come together with other parents who share your concerns and desires to make a difference
- Learn more about Early Intervention and transition services
- Effect positive change in your child’s school.
- Learn about what he or she needs to lead a productive and independent adult life
Have additional questions about FRCD? Browse our frequently asked questions or contact us at 312-939-3513.
Community Events
Options to work: Training for Employment
Mayor’s Office for People With Disabilities (MOPD)
Thursday, May 23, 2013 from 1:00pm to 4:00pm
This session will offer training by the experts on:
•Self Advocacy /Accommodations
•Resume writing /Interviewing Techniques
•Job search assistance/Job training referral
•Entrepreneurship/Mentoring volunteerism
•City, state and federal benefits counseling
•Benefits application process
Upon successful completion, a certificate will be issued to verify participation.
This session is at no cost to the participant or the referring agency.To register contact MOPD at 312-746-5743 (v); 312-746-5713 (TTY). Options to Work: Training for Employment will be held at 2102 W. Ogden, Chicago, IL 60612.
Community News
IDEA MONITORING – PROPOSED CHANGES
U.S. Department of Education Proposes Changes to Parts of Individuals with Disabilities Education Act
The Department of Education’s (DOE) Office of Special Education Programs (OSEP) recently released a new proposal regarding the reporting system of IDEA. New changes to Part B and Part C of the Individuals with Disabilities Education Act (IDEA) are now aimed at student performance, and not just procedural compliance. IDEA Part B applies to youth ages 3-21 and Part C applies to those children from birth to age three. View the explanation of proposed changes to Part B and view the explanation of proposed changes to Part C. Read on at Education Week.
New Research Shows Students with Learning Disabilities Struggle to Graduate
A new study on state-by state graduation rates for students with learning disabilities shows that many states are struggling to meet the graduation rate of 68 percent of students in the disability category. The report, “Diplomas at Risk,” was prepared by the National Center for Learning Disabilities (NCLD). Learn more from Education Week. Or, view the report from NCLD.
TRANSITION: SCHOOL TO WORK DIALOGUE
Members of the public are invited to participate in an online dialogue to examine the impact of existing federal regulations and legislation on the successful transition from school to work of youth and young adults with disabilities. The U.S. Departments of Labor, Education, and Health and Human Services and the Social Security Administration are hosting the event through May 27, and invite policymakers, educators, service providers, families, youth, the advocacy community and others to join this conversation to improve transition outcomes. To register for and participate in the dialogue, visit http://fptepolicyworks.ideascale.com/
Better Federal Coordination Could Lessen Challenges in the Transition from High School
GAO-12-594, Jul 12, 2012
Students with disabilities face several longstanding challenges accessing services that may assist them as they transition from high school into postsecondary education or the workforce—services such as tutoring, vocational training, and assistive technology. Eligible students with disabilities are entitled to transition planning services during high school, but after leaving high school, to receive services that facilitate their transition they must apply as adults and establish eligibility for programs administered by multiple federal agencies. Students with disabilities may face delays in service and end up on waitlists if these programs are full. Read Full Report.
Feds: Least Restrictive Environment Applies To Transition Too
By law, students with disabilities are supposed to be included in general education to the greatest extent possible. Now, federal officials say the same tenet of inclusion should apply to transition as well. Informal guidance issued recently from the U.S. Department of Education indicates that the requirement in the Individuals with Disabilities Education Act, or IDEA, that students be placed in the “least restrictive environment” extends beyond the confines of the classroom. Specifically, the concept should apply to work placements if such experiences are part of a student’s individualized education program, or IEP, officials at the Education Department said. work placements), must be based on these (least restrictive environment) principles and made by the IEP team,” wrote Melody Musgrove, director of the Office of Special Education Programs at the Department of Education. “The IDEA does not prohibit segregated employment, but the (least restrictive environment) provisions would apply equally to the employment portion of the student’s program and placement.”
News of Musgrove’s letter was first reported by Education Week. Read the entire article, “Feds: Least Restrictive Environment Applies To Transition Too” – Disability Scoop, July 10, 2012 by Michelle Diament.
