HELPING YOU LEARN WITH OUR
Resource Library
We See Different offers a resource library to help caregivers and parents advocate for their child with disabilities.
Frequently Asked Disability Questions
In addition to the Americans with Disabilities Act (ADA) civil rights law, there are additional laws for school age children, such as the Individuals with Disabilities Education Act (IDEA). IDEA is a federal law that mandates a free, appropriate public education for eligible children with disabilities from birth through age 21. On this page you will find frequently asked questions, for general topics as well as for school-aged children.
General Service Questions
What is a Resource Navigator?
A Resource Navigator supports people with connection to vital services and programs, guiding them through the various disability service agencies and systems to make things less confusing. We work closely with each individual to understand their needs and advocate for the support they deserve.
Also, we know the frustration of not knowing what is available, and beyond that, not being clear about how to access services and supports. As experienced Resource Navigators, we’re here to simplify the process and support you every step of the way.
How do you provide resource navigation?
We provide this service by identifying relevant community resources, explaining eligibility criteria, completing applications, advocating on behalf of clients, and providing guidance for accessing services.
Who is eligible for your services?
As one of the frequently asked disability questions about our services, we provide services to people living with vision loss at any age as well as other disabilities. We also work with families, caregivers, and service providers to ensure holistic support.
Are your services virtual or in-person?
All services are provided virtually.
Is there a cost for your services?
We are committed to creating Service Access Equity (SAE) for all our clients. We also offer a range of free and sliding-scale services depending on the specific needs of the individual and the ability to pay. Please contact us for details on pricing and available funding options.
What geographical areas do you serve?
We are currently based in San Diego so most of our work is focused in California but we serve clients throughout the United States.
How do you ensure confidentiality?
We take confidentiality seriously and adhere to all legal and ethical standards to protect your personal information. Your data will only be shared with third parties when absolutely necessary and with your explicit consent.
Individualized Education Program (IEP)
What is an IEP?
An Individualized Education Program (IEP) is a written statement of the educational program designed to meet a child’s individual needs. Every child who receives special education services must have an IEP. That’s why the process of developing this vital document is of great interest and importance to educators, administrators, and families alike.
The IEP has two general purposes: to set reasonable learning goals for a child, and to state the services that the school district will provide for the child.
Who develops the IEP?
The IEP is developed by a team of individuals that includes key school staff and the child’s parents. The team meets, reviews the assessment information available about the child, and designs an educational program to address the child’s educational needs that result from his or her disability. Want the specifics of who you’ll find on an IEP team?
What is an IEP team?
To write an effective IEP for a child with a disability, parents, teachers, other school staff and often the child come together at a meeting to look closely at the child’s unique needs.
These individuals combine their knowledge, experience, and commitment to design an educational program that must help the child to be involved in, and progress in, the general education curriculum that is, the same curriculum as for children without disabilities. The IEP guides the delivery of special education and related services and supplementary aids and supports for the child with a disability. Without a doubt, writing and implementing an effective IEP requires teamwork.
When is the IEP developed?
An IEP meeting must be held within 30 calendar days after it is determined, through a full and individual evaluation, that a child has one of the disabilities listed in IDEA and needs special education and related services. A child’s IEP must also be reviewed at least annually thereafter to determine whether the annual goals are being achieved and must be revised as appropriate.
What is in an IEP?
Each child’s IEP must contain specific information, as listed within IDEA, our nation’s special education law. This includes (but is not limited to):
- the child’s
present levels of academic achievement and functional performance, describing how the child is currently doing in school and how the child’s disability affects his or her involvement and progress in the general curriculum
- annual goals for the child, meaning what parents and the school team think he or she can reasonably accomplish in a year
- the special education and related services to be provided to the child, including supplementary aids and services (such as a communication device) and changes to the program or supports for school personnel
- how much of the school day the child will be educated separately from non-disabled children or not participate in extracurricular or other nonacademic activities such as lunch or clubs
- how (and if) the child is to participate in state and district-wide assessments, including what modifications to tests the child needs
- when services and modifications will begin, how often they will be provided, where they will be provided, and how long they will last
- how school personnel will measure the child’s progress toward the annual goals
Individuals with Disabilities Education Act (IDEA)
How does FAPE relate to IDEA?
FAPE is a cornerstone of IDEA, our nation’s special education law, is that each eligible child with a disability is entitled to a free appropriate public education (FAPE) that emphasizes special education and related services designed to meet the child’s unique needs and that prepares the child for further education, employment, and independent living
What is IDEA about?
IDEA stands for Individuals with Disabilities Education Act which is public law 108-446. If you are involved in the well-being of a child, youth, toddler or infant with disabilities, you will find reading the exact language of IDEA both illuminating and important. You may also want to download and keep a copy handy.
Why is "least restrictive environment" important?
IDEA does not define “least restrictive environment” (LRE) in its definitions section. However, it requires that each student receive special education and related services in the “least restrictive environment” and describes what this means. These provisions appear in the final Part B regulations at §§300.114 through 300.120, as part of IDEA’s provisions addressing “State Eligibility.”
Is IEP important to FAPE?
Under the individualized disabilities education act (IDEA), the primary vehicle for providing free appropriate public education (FAPE) is through an appropriately developed individualized education program (IEP) that is based on the individual needs of the child.
What's the definition of "child with a disability"?
The definition of “child with a disability” explains how and why children are found to be eligible – or ineligible - for special education and related services under IDEA. A “child with a disability,” as defined by IDEA, is entitled to a free appropriate public education that emphasizes special education and related services designed to meet the child’s unique needs.
Transition to Adulthood
What does transition to adulthood mean for students with disabilities?
Transition services are intended to prepare students to move from the world of school to the world of adulthood. Transition planning begins during high school at the latest. IDEA requires that transition planning start by the time the student reaches age 16.
How is the IEP team involved in transition planning?
The IEP team (which includes the student and the parents) develops the transition plan. The student must be invited to any IEP meeting where postsecondary goals and transition services needed to reach those goals will be considered.
In transition planning, the IEP team considers areas such as postsecondary education or vocational training, employment, independent living, and community participation.
Are students involved in their transition planning?
This is one of the most frequently asked disability questions. For the students themselves, transition activities are personally defined. This means that the postsecondary goals that are developed for a student must consider his or her interests, preferences, needs, and strengths. To make sure of this, the school:
- must invite the youth with a disability to attend IEP team meeting “if a purpose of the meeting will be the consideration of the postsecondary goals for the child and the transition services needed to assist the child in reaching those goals under IDEA §300.320(b), and
- must take other steps to ensure that the child’s preferences and interests are considered if the child is not able to attend [§300.321(b)].
What is the importance of IEP to FAPE?
Under the individualized disabilities education act (IDEA), the primary vehicle for providing free appropriate public education (FAPE) is through an appropriately developed individualized education program (IEP) that is based on the individual needs of the child.
What's the definition of "child with a disability"?
The definition of “child with a disability” explains how and why children are found to be eligible – or ineligible - for special education and related services under IDEA. A “child with a disability,” as defined by IDEA, is entitled to a free appropriate public education that emphasizes special education and related services designed to meet the child’s unique needs.