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Parents Are In Conflict\u003Cbr>By\u003Cbr>Edward Feinberg, Ph.D., Philip Moses, M.A., Anita Engiles, J.D., Amy Whitehorne, J.D., and\u003Cbr>Marshall Peter, M.S.\u003Cbr>February 2014 |  |\n| --- | --- | --- |\n|  | CADRE is funded by | |\n\nCADRE is a project of  \nP.O. Box 51360, Eugene, OR 97405-0906 541-686-5060 voice 541-686-5063 fax [cadre@directionservice.org](cadre@directionservice.org)  \n[www.directionservice.org/cadre](www.directionservice.org/cadre)  \nCADRE produced this document under U.S. Department of Education, Office of Special Education Programs Cooperative Agreement No. H326D080001 . Tina Diamond, Ph.D., served as the project officer. The views expressed herein do not necessarily represent the positions or policies of the Dept. of Education. No official endorsement by the U.S. Dept. of Education of any product, commodity, service, or enterprise mentioned in this publication is intended or should be inferred. This product is public domain. Authorization to reproduce it in whole or in part is granted. While permission toreprint this publication is not necessary, the citation should be: CADRE (2014). In The Best Interests ofthe Child: Individualized Education Program (IEP) Meetings When Parents Are In Conflict, Eugene, OR: Feinberg, Moses, Engiles, Whitehorne and Peter.  \nFurthermore, this document contains information from other public and private organizations that may be useful to the reader; these materials are merely examples of resources that may be available. Inclusion of this information does not constitute an endorsement by the U.S. Department of Education of any products or services offered or views expressed.  \nThis publication also contains hyperlinks and URLs created and maintained by outside organizations and provided for the reader’s convenience. The Department is not responsible for the accuracy of this information.  \nCONTENTS  \nAcknowledgments  \nThe authors gratefully acknowledge the significant contributions of Brian Phipps, Noella Bernal, Timothy Hedeen, Tina Diamond and Tom Kelly. Their hard work, insight, and expertise were of great assistance. We also thank all those who completed the survey or participated in interviews. Finally, the authors are grateful to staff from a number of parent centers that provided helpful suggestions and ideas.  \nI. Introduction/Overview  \nII. Methodology  \nIII. Parental Relationships, Conflict, and IEPs  \nIV. Planning and Preparing for IEP Meetings  \nV. At the IEP Meeting  \nVI. Follow-up/After the Meeting  \nVII. Third Party Processes  \nVIII. Conclusion  \nAppendices  \nA. Parental Conflict and Special Education Decision Making Survey  \nB. Individuals Interviewed  \nC. Contending with Family Conflicts in Part C of IDEA  \nD. LEA Self-Assessment—Suggested Steps  \nE. CADRE Publications  \nF. Consensus Development Conference  \nG. Checklist for IEP Meeting Preparation For LEA Staff  \nH. Checklist for IEP Meeting Preparation For Family Members  \nI. Checklist for IEP Meeting Preparation For Advocates & Attorneys  \nJ. Checklist for IEP Meeting Preparation For Facilitators  \nK. References  \nEight-year-old Collin is in the third grade and is having difficulty learning to read. Although a variety of strategies were tried during first and second grade, his reading skills remain at a kindergarten level. Collin’s teacher believes that he may have a learning disability, so she suggested to school administrators that he be tested. In response, the school principal invited Collin’s parents, who are divorced, to a meeting to discuss Collin’s reading skills and to recommend that Collin be assessed to determine whether he may be eligible for special education and related services under the Individuals with Disabilities Education Act (IDEA).  \nAt the meeting, as the principal began to explain why the school recommends evaluating Collin to determine whether he may be eligible for special education services, one of h","cbCaiiaxeJrCJB61","https://ap.wps.com/l/cbCaiiaxeJrCJB61","pdf",3305048,34,"English","# Contents\n## Introduction/Overview\n## Methodology\n## Parental Relationships, Conflict, and IEPs\n## Planning and Preparing for IEP Meetings\n## At the IEP Meeting\n## Follow-up/After the Meeting\n## Third Party Processes\n## Conclusion\n## Appendices","[{\"question\":\"What is the document’s purpose regarding IEP meetings for children of parents in conflict?\",\"answer\":\"It provides guidance on conducting IEP meetings when parents are in conflict, emphasizing keeping the focus on the child’s needs and the information from comprehensive evaluation.\"},{\"question\":\"How does the document structure the process of preparing for and running an IEP meeting?\",\"answer\":\"It breaks the work into stages, including planning and preparation, conducting the meeting, and then follow-up after the meeting.\"},{\"question\":\"How do the included scenarios relate to parent conflict and the IEP process?\",\"answer\":\"The document uses example stories where parent arguments interfere with the meeting’s intended purpose, showing why re-centering on the child’s educational needs is essential.\"}]","In The Best Interests of the Child: Individualized Education Program (IEP) Meetings When Parents Are In Conflict | PDF",1792043117,86]