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Robert H. Farley, Jr. writes and publishes on disability and disability law regularly. Below is a sampling of currently available articles and publications.
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Publications and articles are available for reprint by not-for-profit agencies and parents groups; please see reprint requirements on our publications page.
Robert H. Farley, Jr. is available to speak to parents groups, organizations, and agencies on a wide variety of issues related to disability advocacy and disability services. Popular topics include:
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After a child is initially evaluated — usually within 45 days after a request — and qualifies as a child with a disability, a written Individualized Education Program (IEP) is developed by the IEP team, which will include, among others, the parents of the child with a disability, the regular and special education teachers, and a representative from the school district or special education department. The parents have an active role in this process and, under the law, are considered equal partners with school personnel in making decisions.
The IEP will address:
The IEP must be reviewed not less than annually to determine whether the annual goals are being achieved, but shall be revised during the school year if there is any lack of expected progress towards these goals.
If the parents and school personnel cannot reach a consensus, there are certain procedural rights where either the parent or school personnel can seek resolution of any disagreement by initiating an impartial due process hearing.