SEAT TRAINING SYLLABUS
OVERVIEW
The Special Education Advocate Training (SEAT) is a year-long course that provides participants with
training to become a special education advocate using a web-based curriculum and distance learning.
This is an exciting adventure in training a diverse group of special education advocates, and we are
looking forward to a rich and rewarding experience.
This training is the equivalent of two very challenging college courses. The course is being offered as a
combination of self-paced web learning, readings, group and individual assignments as well as live virtual
classrooms. This syllabus lays out the assignments required for each topic and the time/dates of the
virtual classes.
Participants are expected to complete work before the virtual classes to be able to participate fully in
discussions. If an issue arises that prevents this from happening, participants should contact the
Instructor(s) to discuss options.
Note: Additional assignments, tests, and quizzes will be assigned throughout the course.
TEXTBOOK
A Practical Guide to Special Education Advocate Training, Barbara Wheeler and Denise Marshall.
(SEAT Reader) (provided)
Negotiating Genius, D. Malhotra and M. Bazerman, Harvard, 2007. (optional/recommended.
Participants must purchase separately)
Part I - Legal Foundations of Special Education Advocacy
Week 1
Introduction to Special Education Advocacy
Friday, November 15, 2013
Live Class (Webex Online Meeting Room)
Instructor(s):
Assignments Prior to
Class
1|P age
TBD
SEAT Reader, pp. 1-16
SmarterU Self-Study Module - Introduction to Special Education
Advocacy
Learner Objectives
The Special Education Advocate will:
1. Understand Organization and Expectations of SEAT
2. Review Discussion Group Format/Expectations
3. Discuss the scope of work for the special education advocate
4. Discuss the positions/career paths of advocates
5. Review of the syllabus, assignments, contacting Instructor(s)
6. Understand requirements and structure of practicum
Week 2
Structure of US Government: Statutes, Regulations, Case Law
and Administrative Decisions
SELF-STUDY MODULE
DISCUSSION GROUP - Friday, November 22, 2013
Facilitator(s):
Assignments
SEAT Reader, pp. 15-32,
SmarterU Self-Study Module –Laws and the Government
Learner Objectives
The Special Education Advocate will:
1. Describe how federal law is implemented within states and the impact
of state-specific laws and regulations.
a. Describe the interface of federal and state laws, i.e.,
conformity and preemption
b. Identify and describe State special education
code/laws/regulations that significantly add to the rights
conferred by IDEA.
c. Identify procedural rules specific to the local jurisdiction.
2.
2|P age
d. Identify and describe types of other relevant state processes,
agencies, and agency responsibilities that affect access to
related services for school-aged children (primary source),
e.g., access to mental health services, medical/health
services, technology, etc.
Describe the difference between laws, statutes, regulations, case law
and policy
November 29th – NO CLASS – Happy Thanksgiving!!
Week 3
Historical Perspective: Key Laws Impacting Educational Rights
(504, ADA, IDEA, NCLB)
LIVE CLASS: FRIDAY, DECEMBER 6, 2013
Webex Online Meeting Room
Instructor(s)
TBD
Assignments Prior to
Class
Seat Reader - - pp. 33-51
Watch Video – Celebrating 35 Years of IDEA
http://www.youtube.com/watch?v=DUn6luZQaXE
COPAA Recorded Webinar: Reduced Special Education Law: A Little of
Everything You Need to Know in 90 minutes or Less, Mathew Cohen, Esq.
COPAA Recorded Webinar: Expanding Your Arsenal with 504, Mandy
Favaloro, Esq. and Carolina Watts
Learner Objectives
The Special Education Advocate will:
1. Describe the historic basis of special education rights
2. Describe the key federal law (primary resource) (Civil Rights
Act of 1964, PL 94-142/IDEA, Section 504 of the Rehab Act,
ADA, FERPA/HIPPA, NCLB) as follows:
a. Provide an overview and purpose of each law.
b. Compare and contrast these laws and how they can be
utilized to access special education supports and
services
3.
Describe key landmark court decisions underlying special
education law (Brown v. board of Education, PARC v.
Pennsylvania, Mills v. Board of Education of the District of
Columbia).
3.
Describe the legal foundation and broad mechanisms for
procedural safeguards under IDEA and Section 504 and how
states may differ in implementation
a. An overview of Procedural Safeguards
b. Complaint Filing.
3|P age
c. One/two-tier Due Process/Formal Hearings
d. Statutes of limitations
Week 4
Legal Research and Writing
Self-Study Module
DISCUSSION GROUP - FRIDAY DECEMBER 13, 2013
Webex Online Meeting Room
Facilitator(s):
Assignments
SEAT Reader pp. 52 -60
SmarterU - Online Module
COPAA Recorded Webinar - Research without Resources, Utilizing
the TA&D Network
Presenters: Susan Bruce and Mary Eaddy
Class Assignments: 2-F Legal Research Homework
Learner Objectives
The Special Education Advocate will:
1. Distinguish between primary and secondary sources of law as authority
(i.e., state and federal policy letters, expert opinions, etc.).
2. Research a specific topic within the law using a variety research
methods.
3. Locate and provide a minimum of two (2) secondary sources on a
designated topic (i.e., state and federal policy letters, or expert
opinions).
Week 5
Fundamentals of IDEA
LIVE CLASS: DECEMBER 20, 2103
Webex Online Meeting Room
Instructor(s)
Assignments Prior to
4|P age
TBD
SEAT Reader, pg. 63-81
Class
Review:
Access to the General Curriculum for Students with Disabilities: A
Discussion of the Interrelationship between IDEA 2004 and NCLB,
available at:
http://aim.cast.org/learn/historyarchive/backgroundpapers/interrelations
hip_idea04_nclb
and Rowley Standard: Some Progress versus Meaningful Progress,
available at: http://factmo.org/2011/09/rowley-standard-some-progressversus-meaningful-progress/
IEE " Independent Educational Evaluations: What? How? Who Pays?"
Wayne Steedman, Esq.,
http://www.wrightslaw.com/info/test.iee.steedman.htm
Learner Objectives
The Special Education Advocate will:
1.
Define the following ESSENTIAL
PRINCIPLES/COMPONENTS of special education law and
give examples of each:
a. Zero reject
b. Non Discriminatory Evaluations
c. Free and Appropriate Public Education
d. LRE
i. Accommodations and Modifications
ii. Supplemental Aides and Services
e. Procedural Due Process
f. Parent participation
NO CLASS DECEMBER 27 and January 3rd. Happy Holidays
Week 6
Fundamental of IDEA: Free and Appropriate Public Education
(FAPE)
Self-Study Module
DISCUSSION GROUP FRIDAY JANUARY 10, 2014
Webex Online Meeting Room
Facilitator(s):
5|P age
Assignments
SEAT Reader, 83-115
Smarter U – Fundamental of IDEA: Free and Appropriate Public Education
FAPE
Advocate Academy Webinar, "Extended School Year Services: What Special
Education Advocates Need to Know",Scott F. Johnson, Esq.
Learner Objectives
Week 7
Fundamentals of IDEA: Least Restrictive Environment
LIVE CLASS: JANUARY 17, 2014
Webex Online Meeting Room
Instructor(s):
TBD
Assignments Prior to
Class
SEAT Reader, pp. 119-133
Least Restrictive Environment Case Law(teacher perspective)
http://www.youtube.com/watch?v=PrTTpHbkQDA
"Board of Education, Sacramento City School District v. Rachel Holland"
http://www.kidstogether.org/right-ed_files/rachel.htm
COPPA Webinar: Least Restrictive Environment: The Intersection of
Research and Law: Selene A. Almazan, Esq.
Learner Objectives
The Special Education Advocate will:
1. Learn the statutory requirements for Least Restrictive Environment
2. Understand the Intersection of Research and Law for LRE
3. Learn key court cases interpreting the law.
4. Name and describe the continuum of OPTIONS for PLACEMENT
under the IDEA and within the SEA.
Week 8
Individuals with Disabilities Education Act - Part C
Webex Online Meeting Room
FRIDAY JANUARY 24, 2014
Facilitator(s):
TBD
Assignments Prior to
SEAT Reader, pp. 157-159
6|P age
Class
PART C Overview - New Regulation
http://www.youtube.com/watch?v=w4dwwRIumSA&feature=relmfu
Assignments: Write a brief memo on the provisions and provider of Part C
services in your state. What is the operational definition of eligibility in your
state? What agency/agencies provide Part C services?
Learner Objectives
The Special Education Advocate will:
1. Identify and describe the required components of PART “C” under
state and federal law
2. Understand how Part C is administered in his/her local jurisdiction.
3. Explain the provisions and providers of Part C in the State in which the
Advocate Practices.
Week 9
Post Secondary Transition
LIVE CLASS: FRIDAY, JANUARY 31, 2014
Webex Online Meeting Room
Facilitator(s):
Assignments Prior to
Class
SEAT Reader, pp. 164-167
Advocate Academy: Transition Planning Under IDEA 2004
presented by Dr. Ed O’Leary
COPAA Webinar: Obtaining High Quality Transition Services in the
Face of a Myriad of Obstacles: Lessons Learned, Janine Solomon, Esq. and
Pamela Coveney, Esq.
Person Centered Planning: A Tool for Transition, PACER and NCSET
available at
http://www.pacer.org/tatra/resources/personal.asp
National Alliance for Secondary Education and Transition: Transition toolkit,
downloadable at http://www.nasetalliance.org/toolkit/index.htm
Transition: There are No IEPs in College,
http://www.tcnj.edu/~technj/2004/transition.htm
Learner Objectives
7|P age
The Special Education Advocate will:
1. Identify and describe the required components of TRANSITION
PLANNING and SERVICES under state and federal law (i.e. IDEA
2004, NCLB).
2. Become familiar with findings of current research on effective
secondary education and transition planning, including schooling,
career preparatory experiences, youth development and youth
leadership, and family involvement.
3. Learn about protections for students in college under Section 504 of the
Rehabilitation Act and the Americans with Disabilities Act (ADA).
Week 10
Procedural Safeguards: Meaningful Parental Participation,
Informed Consent and Translation/Interpretation
CLASS DISCUSSION: FRIDAY, FEBRUARY 7,2014
Webex Online Meeting Room
Facilitator(s):
Additional
Assignments
SEAT Reader , 134-137, 151-156
COPAA Webinar: Informed Consent and Meaningful Participation
Instructor(s): Jon Zimring, Esq.
COPAA Webinar: Preserving the Parents Dissent – Mark Woodsmall, Esq.
COPAA Webinar: Representing Parents Whose Dominant Language is
Other Than English: Gabriela Ruiz, Esq., Southern Legal Counsel
The Special Education Advocate will:
1. Learn the purpose and need for Procedural Safeguards.
2. Understand who can act as the “Parent” under state and federal law.
3. Describe and articulate the obligations of the LEA to ensure
meaningful parent participation in the special education process.
4. Understand the role of the Advocate in supporting parents to be full
and equal participants in the IEP Process.
Week 11
Procedural Safeguards: IEE, Prior Written Notice (PWN),
Educational Records, Compliance Complaints
LIVE CLASS - FRIDAY, FEBRUARY 14, 2014
Webex Online Meeting Room
Instructor(s):
Assignments Prior to
8|P age
SEAT Reader , pgs. 138-139, 293-301
Class
Advocate Academy: Independent Educational Evaluations (IEEs): What
Special Education Advocates Need to Know, Dr. Steve C. Imber
PWN samples,
Federal, idea.ed.gov/download/modelform2_Prior_Written_Notice.pdf
New York http://www.p12.nysed.gov/specialed/formsnotices/PWN/att5qa.htm
Arizona www.azed.gov/special-education/.../priorwrittennoticecomments3.pdf
Compliance Complaints:
http://nichcy.org/schoolage/disputes/statecomplaint/regs
Learner Objectives
The Special Education Advocate will:
1. Understand Prior Written Notice as required under 34 CFR §300.503
2. Describe the requirements of parental consent and parents right to
educational records.
3. State the required times notice must be provided to parents.
4. Define what constitutes an independent educational evaluation (IEE)
and how the evaluation is to be used.
5. Demonstrate understanding of conditions for obtaining an IEE at public
expense under 34 C.F.R §300.502(b).
6. Identify appropriate issues and procedures to file a State or Office of
Civil Rights (OCR) Complaint.
Week 12
Procedural Safeguards and Discipline
CLASS DISCUSSION: FRIDAY, FEBRUARY 21, 2014
Webex Online Meeting Room
Facilitator(s):
Additional
Assignments
SEAT Reader , 141-150
Learner Objectives
The Special Education Advocate will:
1. Understand the Procedural Requirements under IDEA for Discipline.
2. Identify and describe specific issues and strategies related to
DISCIPLINE, long-term suspensions and expulsions.
9|P age
Smarter U – Procedural Safeguards and Discipline
Due Process
Week 14
LIVE CLASS FRIDAY, FEBRUARY 28, 2014
Webex Online Meeting Room
Instructor(s):
Assignments Prior to
Class
SEAT Reader , 139-140, p. 319-327
COPAA WEBINAR: Do-It-Yourself Special Education Due Process, an
Educational Guide, Dorene Philpot, Esq.
Learner Objectives
The Special Education Advocate will:
1. Understand options and alternatives to Due Process
2. Demonstrate an understanding of the steps of filing a due process
complaint
3. Learn the situations in which a SEA may file Due Process on a Parent
4. Demonstrate understanding of state and federal limitation on filing
5. Understand requirements of Stay Put
6. Identify the limitations of lay advocacy practice for
representing parents in Due Process, as determined by UPL,
based on jurisdiction,
NO CLASS MARCH 7TH – COPAA ANNUAL CONFERENCE
PART II: Pragmatics of Special Education Advocacy
Week 1
Ethics of Special Education Advocacy
LIVE CLASS: FRIDAY, MARCH 14, 2014
Webex Online Training Center
Instructor(s):
10 | P a g e
GUEST SPEAKERS AND Panel from COPAA Advocate's Committee
Assignments
Prior to Class
SEAT Reader, pg.173-193
COPAA Voluntary Code of Ethics,www.copaa.org/advocates
Advocate Academy Webinar, Ethics in Special Education Advocacy, Kayla Bower
Learner
Objectives
The Special Education Advocate will:
1. Articulate guidelines for and demonstrate an understanding of ethical conduct in
advocacy practice.
2. Describe and demonstrate an understanding of procedures for maintaining client
confidentiality.
3. Describe and demonstrate an understanding of how and why to limit the scope of
his/her advocacy representation.
Week 2
Overview of Special Education Services and Accommodations
CLASS DISCUSSION: FRIDAY, MARCH 21, 2014
Webex Online Training Center
Facilitator(s):
Additional
Assignments
Smarter U - Designated Instructional Services, Accommodations/Modifications
Advocate Academy: Student Accommodations: The Role of Parents and Advocates
presented by MaryAnn Byrnes
Advocate Academy, Dave L. Edyburn, Ph.D., Negotiating Assistive Technology
Supports and Services
Learner
Objectives
11 | P a g e
The Special Education Advocate will:
1. Understand the difference between supplementary aids and services and
accommodations/modifications.
2. Understand IDEA’s full requirement for identifying the supplementary aids and
services a child will need.
3. Articulate the requirements under §300.320(a)(4) that stipulates what each child’s
IEP must contain regarding supplementary aids and services.
4. Demonstrate an understanding of appropriate accommodations and modifications
when presented with a scenario.
5. Understand the requirements under the Assistive Technology Act to ensure that
people with disabilities have access to assistive technology devices and services.
6. Learn strategies to obtain assistive technology supports and services.
Week 4
Educational Evaluation (including RTI)
CLASS DISCUSSION: FRIDAY, MARCH 28, 2014
Webex Online Classroom
Facilitator(s):
Additional
Assignments
Smarter U – Educational Evaluations
Advocate Academy: Navigating Response to Intervention: Tips and Strategies for
Advocates, presented by Heather Stephens, Ed.D.
COPPA Webinar: Social Emotional Assessment: Meeting IDEA Requirements
Presenter: Ann E. Simun, PsyD
Learner
Objectives
The Special Education Advocate will:
1. Learn the requirements under IDEA and NCLB for Response to Intervention
2. Understand the requirements under IDEA for Social Emotional Assessment
Week 5
Behavior and Discipline
LIVE CLASS FRIDAY, APRIL 4, 2014
Webex Online Classroom
Instructor(s):
Assignments
Prior to Class
U.S. Department of Education presents: IDEA 2004 – Discipline, Final Part B
Requirements. http://www.youtube.com/watch?v=_WahhXRjXwo&feature=relmfu
Smarter U - Discipline
COPPA Webinar Keeping Students in School: a Training on IDEA Discipline Law
and Combating Zero Tolerance Policies
Instructors: Matthew Engel, Esq. and Ron Hager, Esq.
Advocate Academy: Discipline and Students with Disabilities: Key Concepts and
Strategies for Advocates, presented by Catherine A. Holahan, Esq.
12 | P a g e
Learner
Objectives
Week 6
The Special Education Advocate will:
1. Understand the premise of IDEA prevention strategies to reduce discipline.
2. Define IDEA requirements for completing a Functional Behavior Assessment
3. Understand key concepts, strategies, and evidence based practice to advocate
effectively for a student who displays behavioral challenges.
No CLASS FRIDAY, APRIL 18TH – SPRING BREAK
Case Preparation
LIVE CLASS: FRIDAY, APRIL 11, 2014
Instructors(s):
Additional
Assignments
SEAT Reader, 197-218
Learner
Objectives
The Special Education Advocate will:
1. Demonstrate the ability to complete an accurate case timeline/history
2. Articulate key players and stakeholders in a case.
3. Demonstrate the ability to identify an issue that has a legal basis for dispute.
4. Understand process to gather relevant evidence.
5. Competently articulate a case analysis report that clearly identifies basis for
defensible claim(s).
NO CLASS FRIDAY APRIL 18, 2014 – SPRING BREAK
Week 7
Partnering with Families
LIVE CLASS: FRIDAY, APRIL 25, 2014
ADVOCATE ROUND TABLE DISCUSSION -- "Most Challenging Client You've Had,
Why They Challenged You and How You Handled It"
Facilitator(s):
Additional
Assignments
SEAT Reader, pp. 248-262, 331-343
http://www.toddlertime.com/advocacy/5150/rights/cultural-competence-8.htm
"Maintaining Student Records and Meeting Confidentiality Requirements Under FERPA,
HIPPA, IDEA and Section 504" DOE,
doe.sd.gov/oess/documents/sped_ferpa_maintainingrecords.pdf
13 | P a g e
Learner
Objectives
Week 8
1. Demonstrate skills to effectively work with parents/students by:
a. Providing competent “education and assistance” services
b. Assisting parents to prepare for an IEP meeting
c. Providing access to oral and written information in family friendly
language, which reflects the client’s
i. Reading/comprehension level (Explaining complex information
appropriately to families from diverse educational backgrounds)
ii. Language of comfort where possible
e. Providing emotional support to families going through dispute
resolution and/or aspects of the process which are uncomfortable
f. Describing and demonstrating methods and strategies for preventing a
breakdown in the advocate/client relationship.
Issues of Race and Ethnicity
CLASS DISCUSSION: FRIDAY, MAY 2, 2014
Facilitator(s):
Additional
Assignments
Disproportionate Representation of Culturally and Linguistically Diverse Students in
Special Education: Measuring the Problem, M. Coutinho and D. Oswald.
COPAA Webinar, Addressing Legal Issues of Disability and Race Discrimination,
Matthew Engel, Esq., Ron Lospennato Esq.
COPAA Webinar, Disproportionality: What Are We Doing About It, Sonja Kerr,
Esq.,
Learner
Objectives
14 | P a g e
The Special Education Advocate will:
1. Recognize cultural and individual differences in individual/family comfort
with the basic guarantees and promises of special education law (e.g., least
restrictive environment, parent participation in the IEP, conflict resolution,
self-advocacy and advocacy services, etc.) and modifying his/her practice
to respect these differences yet maintain the best interest of the student.
2. Understand the issues of disproportionality and effective advocacy
strategies to address legal issues of discrimination.
Week 9
Anatomy of an IEP Document
CLASS Discussion FRIDAY, MAY 9, 2014
Instructor(s):
Additional
Assignments
(What’s in an IEP) http://www.youtube.com/watch?v=BIi0xanOVcs&feature=relmfu
(What is an IEP contract)
http://www.youtube.com/watch?v=JRqv797EAvo&feature=relmfu
(Writing a Measurable IEP)
http://www.youtube.com/watch?v=6qLxU2FB3R0&feature=related
Advocate Academy: Measuring Student Progress: Developing IEPs that Work
presented by Carol Kosnitsky
Learner
Objectives
The Special Education Advocate will:
1. Describe and articulate the components of the IEP Process
a. Parent Participation
b. The IEP Team
c. The IEP document
d. Procedural safeguards related to the IEP process
Week 10
Qualitative Analysis of the IEP
Class Discussion FRIDAY, MAY 16, 2014
Instructor(s):
Additional
Assignments
Advocate Academy, Candice Cortellia, Standards-based Individualized Education
Programs (IEPs): What, Why and How
Activity: Analyze IEP’s
1. Competently analyze and determine whether the IEP document contains the
elements of and meets the criteria for COMPLIANCE with federal and state law,
i.e.,
15 | P a g e
a. Individualized to the child’s needs
b. Contains specific, measurable, appropriate goals
c. Services are provided within the least restrictive environment
Week 11
Communication Skills/Managing the Meeting
LIVE CLASS - FRIDAY, MAY 23, 2014
Instructor(s):
and
Additional
Assignments
SEAT Reader, pp. 219-230
The IEP Team Process: The IEP Meeting (Exceptional Childrens Assistance Center)
http://www.youtube.com/watch?v=ok0irMNfKmY&feature=related
Negotiating Genius, (Malhotra and Bazerman), pp. 103-139
Advocate Academy, "Realistic Ways to Build Collaboration in IEP" Meetings, Kathy Wian
Learner
Objectives
The Special Education Advocate will:
1. Demonstrate competent oral and written communication skills in all aspects of
special education advocacy practice, including but not limited to:
a. Communicating the parents’ position to an LEA (stating a claim)
b. Representing clients in facilitated IEPs, mediation
c. Assisting in preparation of cases for due process hearings.
2. Describe and demonstrate use of a comprehensive template for communicating
with the SEA and LEA, including but not limited to:
a. Requesting educational records
b. Requesting interagency agreements
c.
Requesting relevant policy/procedural documents from the
LEA/SEA, including but not limited to special education policies and
procedures, minutes of School Board decisions and other policymaking
bodies
d. Scheduling IEP meetings, informal meetings, resolution sessions, etc.
3. Describe and demonstrate use of a comprehensive template for communicating
with other sources of relevant information (e.g., clinician reports)
16 | P a g e
Week 12
Negotiating/Mediation Strategies
CLASS Discussion, FRIDAY, MAY 30, 2014
Webex Online Training Center
Facilitator(s):
Additional
Assignments
Seat Reader, pp. 304-318
Negotiating Genius, (Malhotra and Bazerman), pp. 157-303
COPAA Webinar: Successful Advocacy and Negotiation Strategies for Your Next
IEP
Instructor: Charles P. Fox, Esq.
Advocate Academy:"Methodology Disputes: Getting Beyond the Assumption of
Deference", Favaloro and Watts
Advocate Academy: Helping Families Prepare for Mediation and Resolution Sessions,
Jane R. Wettach, Esq.
Optional Reading Assignment: Preparing for Special Education Mediation and
Resolution Sessions: A Guide for Families and Advocates, The Advocacy Institute and
The Children's Law Clinic, Duke University School of Law, downloadable at
www.advocacyinstitute.org
Learner
Objectives
The Special Education Advocate will:
1. Demonstrate an understanding of the importance of negotiation and mediation
strategies in Special Education Advocacy.
Week 13
Advocate Conflict Resolution Strategies
LIVE CLASS, FRIDAY, JUNE 6, 2014
Instructor(s):
Additional
Assignments
SEAT Reader, pp. 232-246, 267-290
Cadre, "Facilitated IEP Meetings: An Emerging Practice"
The Facilitated IEP Fact Sheet
17 | P a g e
www.ped.state.nm.us/seo/dispute/FIEP%20HANDOUT.pdf
District Perspective: Conflict Resolution Strategies
www.wadleighlaw.com/~wadleigh/.../Conflict%20Resolution.pdf
Learner
Objectives
The Special Education Advocate will be able to identify and use appropriate conflict
resolution strategies in the different fact situations and venues encountered in an
advocacy practice.
Week 14
Business of Advocacy
LIVE CLASS
FRIDAY, JUNE 13, 2014
Facilitator(s):
Additional
Assignments
Learner
Objectives
The Special Education Advocate will:
1.
2.
3.
Describe and demonstrate use of an appropriate case management system.
Describe and demonstrate appropriate interaction with attorneys and other
professionals within the special education system, as exemplified by
a. Knowing when to refer to an attorney
b. Effectively communicating with the Hearing Office/Mediator
c. Preparing a case file for referral
Identify and describe basic components of and options for fee agreements with
clients, including
a. Contract basics
b. Limiting scope of work
c. Retainer options.
1. Describe the need for and availability of liability limiting strategies,
including
a. Professional liability insurance
b. Entity structure to segregate business personal activities from business
activities.
2. Describe issues related to earning a living as a Special Education Advocate,
including but not limited to
a. Maintaining a sustainable ratio of pro bono cases
b. Managing debt and business credit
c. Securing alternative sources of funding, e.g., Grants, foundations and
18 | P a g e
NGOs
STUDENT PRACTICUMS
19 | P a g e