Product Detail

DAY 1

1. Discuss why prioritizing student needs ensures compliance and disability litigation success.
2. Identify the most important, and practical, best practices regarding student disability accommodation.
3. Explore the policy goals of the federal disability and civil rights laws.
4. Outline the real, practical differences between IDEA, Section 504, ADA, and ADAAA.
5. Examine recent case law and how the disability laws recently developed and changed.
6. Demonstrate how to broaden your IEP Team and Section 504 Committee meeting and case management strategies.

DAY 2

1. Develop your Section 504 policies and practices the right way.
2. Facilitate improved implementation of IEPs and Section 504 plans.
3. Describe how to improve your teams methods of implementing legally compliant and effective behavioral management techniques.
4. Explain how to master the use of data as the polestar of all disability accommodation.
5. Outline ethical considerations in the delivery of special education and disability accommodations.
6. Manage litigation exposure; it’s all about the data.

DAY 1

Policy Basis and Goals of the Accommodation Laws

• Rehabilitation Act of 1973
• Americans with Disabilities Act of 1990
• Americans with Disabilities Act Amendment Act of 2008
• How does ADAAA change Section 504? Practically speaking, how does this change our process?
• Title II; does this law impact pupil accommodations or rights, today?
• Education of All Handicapped Act of 1975
• What is this law and why do we care, today?
• What was the intention of the law?
• Individuals with Disabilities in Education Act, Re-Authorization, of 1990
• How does this law change the EHA? Practical considerations?
• Individuals with Disabilities in Education Act, Re-Authorization, of 1997
• What did Congress address with this update; what changes were made and why?
• Individuals with Disabilities in Education Act, Re-Authorization, of 2004
• How did this most recent re-up change the law, and regulations? What was left un-done?
• Status of next Re-Authorization?
• Where is Congress and the United States Department of Education with the next changes to the law? (And what should be changed?)

Case Law and Regulation Update

• What new cases change the way we SPED and Section 504?
• Regulatory Developments

Which Door Do We Open? What Are The Real Differences Between IDEA and Section 504?

• How do the laws differ and why?
• Practical differences in the eligibility criteria
• Why are plans different? Should they be?
• Why Section 504 students don't get ponies; the "stuff" Accommodations v. Modifications

The Priority of Data: What Determines Placement?

• Crafting data-driven, objective IEPs
• Real goals and objectives, and why
• And doing the same with Section 504 plans (Really)

IEP and Section 504 Plan Implementation Issues

• Plans = Resources
• Performance and implementation management
• Amendment Issues

DAY 2

Evaluation Issues; DATA, PLEASE TAKE DATA!!!

• Initial v. Re-Evaluation
• The management of independent education evaluations
• SPED v. Section 504
• How do we keep this data?

Exploring SPED Best Practices Today and How We Can Do Better

• Eligibility criteria considerations; Third prong problems
• LRE
• Truancy and "School Rejection"
• Screenings v. evaluations
• Extended school year
• What is "consent?"

Reviewing Section 504 Best Practices

• Today and how we can do better
• Exploring the role of the independent medical professional
• How to react to internal and external data?
• What is "reasonable" today?
• Forms and plans that work
• Don't "regard" as disabled
• The Section 504 committee
• "Child find"
• More isn't more
• Service animals

Managing Litigation Exposure

• Compliance issues
• Data collection
• Unilateral placements, including residential placements
• Behavioral and reading supports
• How and when does Section 504 apply to parochial and independent schools?
• Exploring what "Federal Financial Assistance" really is

Discipline

• SPED considerations, including the Manifestation Determination process
• Section 504 disciplinary issues

The INFAMOUS "Getting to Yes"

• Team and parent, management tips and tools

John B. Comegno II, Esquire, founder and president of the Comegno Law Group, PC, is recognized as a leading school law practitioner, representing public and independent schools through the Northeast region. He is a member of the bars of the State of New Jersey and the Commonwealth of Pennsylvania, and has litigated special education disputes across the United States. He lectures to professional groups throughout the region and regularly appears as a keynote speaker for national groups across the country.

Mr. Comegno has broad experience in the area of special education and Section 504 litigation. He regularly mediates special education disputes and tries Due Process Hearings. Working closely with directors of special education, case managers and members of child study and IEP teams to quickly deal with special education issues on a day-to-day basis, Mr. Comegno has extensive experience dealing with disability-specific legal issues and is accustomed to providing quick and thorough legal assistance. He provides counsel regarding the eligibility, evaluation, and classification process. Mr. Comegno also has extensive experience in handling union negotiations, Mr. Comegno is involved in a variety of labor and employment issues including confidentiality and reporting requirements for teachers and staff and sexual harassment in the school setting, including teacher-to-teacher, teacher-to-student and student-to-student harassment.

Drawing from hundreds of seminars to thousands of educational practitioners across the country, John’s lectures are equal parts legal/practical guidance and humor, wit and entertainment. Attendees regularly follow John’s lectures on an annual basis and report that his lecture style not only well-informs but also engages entertains.

Speaker Disclosures:
Financial: John B. Comegno II maintains a private practice and has an employment relationship with Wake Forest University School of Law. He receives a speaking honorarium and recording royalties from PESI, Inc. He has no relevant financial relationships with ineligible organizations.
Non-financial: John B. Comegno II is a member of the American Bar Association, the New Jersey State Bar Association, the Burlington County Bar Association, and the Camden County Bar Association.

For U.S. and Canadian customers, CE is available for $19.99 USD per participant. International CE rates may vary; please contact our Customer Service at 1-800-844-8260 for more details.

Listed below are the continuing education credit(s) currently available for this non-interactive self-study package. Please note, your state licensing board dictates whether self study is an acceptable form of continuing education. Please refer to your state rules and regulations.

Certificates of Successful Completion will be emailed, faxed or mailed to participants completing the post-test/evaluation and paying the CE fee.

**Materials that are included in this course may include interventions and modalities that are beyond the authorized practice of mental health professionals. As a licensed professional, you are responsible for reviewing the scope of practice, including activities that are defined in law as beyond the boundaries of practice in accordance with and in compliance with your professions standards.

All members of the PESI, Inc. planning committee have provided disclosures of financial relationships with ineligible organizations and any relevant non-financial relationships prior to planning content for this activity. None of the committee members had relevant financial relationships with ineligible companies or other potentially biasing relationships to disclose to learners. For speaker disclosures, please see the faculty biography.

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Educators/Teachers
This course consists of 12.0 self-study clock hours. Credit requirements and approvals vary per state board regulations. Please save the course outline, the certificate of completion you receive from this self-study activity and contact your state board or organization to determine specific filing requirements.

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Nurses, Nurse Practitioners, and Clinical Nurse Specialists
This intermediate activity consists of 12.0 clock hours of continuing education instruction. Credit requirements and approvals vary per state board regulations. Please contact your licensing board to determine if they accept programs or providers approved by other national or state licensing boards. A certificate of attendance will be awarded at the end of the program to participants who are in full attendance and who complete the program evaluation.

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Physical Therapists & Physical Therapist Assistants
This self-study course consists of 12.0 clock hours of instruction that is applicable for physical therapists. CE requirements for physical therapists vary by state/jurisdiction. Please retain the certificate of completion that you receive and use as proof of completion when required.

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Psychologists
This self-study activity consists of 12.0 clock hours of continuing education instruction. Credit requirements and approvals vary per state board regulations. Please save the course outline and the certificate of completion you receive from this self-study activity. Contact us for more information on your state board or organization specific filing requirements.

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Speech-Language Pathologists & Audiologists
This course contains 12.0 hours of self-study continuing education. It was not offered for ASHA CEUs. Please retain your certificate of completion. If audited for ASHA Certification Maintenance, you can submit this certificate of completion at that time. For state licensure, teacher certification renewal, or other credential renewal, contact those agencies for information about your reporting responsibilities and requirements.

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Social Workers
PESI, Inc., #1062, is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved as ACE providers. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. PESI, Inc. maintains responsibility for this self-study course. ACE provider approval period: January 27, 2017 - January 27, 2020. Social Workers completing this course receive 12.0 Clinical Practice continuing education credits. Course Level: Intermediate. Full attendance is required; no partial credits will be offered for partial attendance. A certificate of attendance will be awarded at the end of the program to social workers who complete the program evaluation.

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Other Professions
This self-study activity qualifies for 12.0 clock hours of instructional content as required by many national, state and local licensing boards and professional organizations. Retain your certificate of completion and contact your board or organization for specific filing requirements.

Disclaimer: **Information obtained in this course should be used within your scope of practice.
**It is your ethical responsibility to report accurate hours to your licensing board.
**All self-study participants must complete and pass (80% or better) a post-test and evaluation prior to receiving a certificate of completion. If you require a copy of the test/evaluation for CE purposes, please print at the time you take the test. Or you may call our customer service department and a copy of your test/evaluation will be emailed to you. Please allow 30-45 days.

Educators/Teachers, Nurses, Occupational Therapists/Occupational Therapy Assistants, Physical Therapists/Physical Therapist Assistants, Psychologists, Social Workers, Speech-Language Pathologists