What is FAPE?

Free Appropriate Public Education (FAPE) is an educational right for students with disabilities guaranteed by the Rehabilitation Act of 1973 and the Individuals with Disabilities Education Act (IDEA). FAPEis defined as an individualized education program (IEP) that is designed to meet the unique needs of the student.  Under FAPE, the individualized program provides access to the general curriculum, meets the grade-level standards established by the state, and gives educational benefit to the student.

Section 504 of the Rehabilitation Act of 1973protects the civil rights of persons with disabilities, prohibiting the exclusion or denial of benefit from any program receiving federal funds.  Institutions that receive federal funds include public school districts, institutions of higher education, and other state and local education agencies. Part B of the Individuals with Disabilities Education (IDEA)requires states to ensure that a free appropriate public education is made available to all children with specified disabilities in mandated age ranges in states that receive IDEA funds.  In California, FAPE is available to children with disabilities ages 3 to 22 years. In general, all school age-children who have a disability as defined in Section 504 and IDEA are entitled to FAPE.

To provide FAPE to a student with a disability, schools must provide students with an education at public expense, including specialized instruction and related services, which prepares the child for further education, employment, and independent living. Specialized instructionmay occur in classrooms, at home, or in private or public institutions, and may include related services such as speech therapy, occupational and physical therapy, psychological counseling, and medical diagnostic services necessary to the child’s education. FAPE requires that the quality of the educational services provided to students with disabilities be equal to those provided to students without disabilities, including access to non-academic and extra-curricular activities.

The California Association of Family Empowerment Centers(CAFEC) is a direct link between policy makers in Sacramento and parents of children with disabilities and brings the issues important to parents of children with disabilities to state policymakers, including the State Board of Education, the Governor’s office and the Legislature.  Find out if there is a Family Empowerment Center is your area by visiting www.cafec.org. This issue brief is funded in part through the California Department of Education.

What does FAPE mean for my child and family?

Free:

• Special education and related services are provided at no cost to your child, the family or guardian, except for fees equally imposed on peers without disabilities, their parents or guardians.

Appropriate:

• Educational services designed to meet the individual educational needs of students with disabilities must be equal to those provided to students without disabilities, including access to non-academic and extra-curricular activities;

• Students with disabilities will be educated with their peers without disabilities in general education, to the maximum extent appropriate to the needs of the student with a disability;

• Evaluation and placement procedures established to guard against misclassification or inappropriate placement of students, and a periodic reevaluation of students who have been provided special education or related services; and

• Establishment of due process procedures that enable parents and guardians to receive required notices, review their child’s records, and challenge identification, evaluation and placement decisions, and that provide for an impartial hearing with the opportunity for participation by parents and representation by counsel, and a review procedure.

Public Education:

• Children with disabilities are entitled to attend public school with children without disabilities, regardless of the severity of their disabilities.

*Excerpted in part from: U.S. Department of Education, Office for Civil Rights, Free Appropriate Public Education for Students With Disabilities: Requirements Under Section 504 of the Rehabilitation Actof 1973, Washington, D.C., 2007.

Where can I learn more about FAPE?

Family Empowerment Centers: http://www.cafec.org

National Center for Learning Disabilities: http://www.ncld.org/content/view/1181/456185/

US Department of Education: http://wwwled.gov/about/offices/list/ocr/docs/edlite-FAPE

Wright’s Law: http://www.wrightslaw.com/info/fape.index.htm

What is the Community Advisory Committee (CAC)?

Community Advisory Committees (CACs) are vital components of effective special education programs in California.  CACs have specific roles and responsibilities. Across California, many CACs are active, creative bodies that assist in advising local school districts, the Board of Education and Special Education administration about the Special Education Local Plan, annual priorities, parent education and other special education related activities. Every Special Education Local Plan Area (SELPA) is required to establish a CAC.

Parents comprise a majority of the CAC membership and the majority of these parents are parents of children with special needs. Other members may include special education teachers, general education teachers, other school personnel, other parents, representatives from related public and private agencies, and school administrators. CAC members are initially selected by their peers or nominated through their district. Candidates are then approved by their local Board of Education.  

The Community Advisory Committee's responsibility includes advising the policy and administrative entity of the district, special education local plan area, or county office, regarding the development, amendment, and review of the local plan. The local plan describes the local policies, procedures and programs that are consistent with state laws, regulations and policies for special education. The CAC acts in an advisory capacity and may recommend priorities or changes to be addressed by the plan.

Other responsibilities include, but need not be limited to:

• Encouraging community and parental involvement in the development, review and implementation of the local plan.

• Supporting activities on behalf of individuals with exceptional needs.

• Assisting in parent awareness of the importance of regular school attendance.

• Providing families an opportunity to share resources and support.

Where can I learn more about Community Advisory Committees?

Family Empowerment Centers: http://www.cafec.org

Direct Link: ED305808 - Community Advisory Committee Guidelines

The California Association of Family Empowerment Centers (CAFEC) is a direct link between policy makers in Sacramento and parents of children with disabilities and brings the issues important to parents of children with disabilities to state policymakers, including the State Board of Education, the Governor's office and the Legislature.  Find out if there is a Family Empowerment Center is your area by visiting www.cafec.org. This issue brief is funded in part through the California Department of Education.

What do CACs mean for my child and family?

CACs in California provide a wide range of positive parent to parent support systems including conferences, support groups, information sharing, newsletters, and training opportunities, in addition to their advisory capacity. 

Learning and working together, parents, school personnel, and community members can produce healthy, valuable home-school partnerships. Effective school systems must devote energy and resources to informing and educating parents and others in the community about how they can support and contribute to the efforts of their schools. Community Advisory Committees are designed in legislative sprit and intent to establish a local forum for this active parent involvement. (California Education Code (Part 30, Chapter 2, Article 7)).

What do parents say about CACs?

Being involved in my CAC has given me a new perspective on how the system works. I have learned how to help my child by being able to see how things are handled in my district.

I like being able to support teachers and administrators when they do a good job.  Then, when I have an issue, they are more likely to listen to me.

I feel like my involvement on the CAC has made a difference. Things were hard for me and my child, but I can make things better for other families.

It is great to be able to get training with people who work with my child.  It puts us on the same page.

I get a lot of personal support for raising my child with special needs through my work on the CAC.

What are Family Empowerment Centers?

California's fourteen Family Empowerment Centers (FECS) are parent driven organizations with the mission to assist families of children with disabilities ages three to twenty-two in the area of education needs.  Family Empowerment Centers help families navigate the educational system and ensure that each child is receiving a free and appropriate education. They provide trainings, peer support, counseling, information and parent-professional collaborative activities.  Find out if there is a Family Empowerment Center in your area by visiting www.cafec.org or by calling the California Association of Family Empowerment Centers at 916-325-1690, extension 306.© CAFEC 2009.

What is Universal Design for Learning-UDL?

Universal Design for Learning (UDL) is a researched-based framework and set of principles emphasizing the idea that every curriculum should include alternatives to make learning accessible and appropriate for individuals with different backgrounds, learning styles, abilities and disabilities in many different learning environments. UDL provides educators with a menu of tools and engaging strategies to enhance access to curriculum and instruction. UDL extends beyond differentiated instruction, which predominately addresses teaching methodologies, providing educators with alternative ways to individualize teaching for students within a broad spectrum of abilities, interests and backgrounds.

Educational outcomes for ALL students can be improved through UDL. By promoting meaningful access to the curriculum, accurate skill and knowledge assessment and the provision of flexible and supportive materials, UDL has the potential to extend learning opportunities regardless of the disability or learning deficit. Universal Design for Learning expands access: the elimination of physical barriers to educational sites or materials (e.g. providing digital textbooks) is a critical factor in universal design. However, authentic learning requires more than physical access---it also requires cognitive access--- and UDL supports alternatives that enhance both.

"As classrooms become more diverse and students face increased expectations, it is critical that we find ways to enhance the learning of all students. Advocating together to promote the use of Universal Design for Learning (UDL) in todays schools, parents and educators can truly transform the education of every child." Patti Ralabate, Ed.D., Senior Policy Analyst for Special Education at the National Education Association

The term "universal design" refers to a broad-spectrum solution that produces buildings, products and environments that are usable and effective for everyone, not just people with disabilities. Universal Design provides access to products, communications, and the manufactured environment for as many people possible, benefiting people of all ages and abilities.  UDL points out that designing for the diverse needs of students with special needs increases usability for everyone. UDL does not require the use of specific technology, for example a computer or digital materials, although these supports for learning provide the greatest flexibility. UDL materials are helpful in the educational arena but can also be applied to learning activities at home to support homework and project tasks.  All learners should have the tools to successfully complete educational tasks and activities.

"Universal design is the design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design."
–Architect, Ron Mace…North Carolina State University, The Center for Universal Design

The California Association of Family Empowerment Centers (CAFEC) is a direct link between policy makers in Sacramento and parents of children with disabilities and brings the issues important to parents of children with disabilities to state policymakers, including the State Board of Education, the Governors office and the Legislature.  Find out if there is a Family Empowerment Center is your area by visiting www.cafec.org. This issue brief is funded in part through the California Department of Education.

What does UDL mean to for my child and family?

• UDL provides students with multiple and flexible means of presentation (the "what" of learning), accommodating diverse learning styles and the acquisition of information and knowledge.

e.g. UDL curriculum utilizes built-in options such as digital media, text, speech, video, audio means to promoteinteraction which supports individual student learning preferences.

• UDL provides students with multiple and flexible means of expression (the "how of learning) to provide diverse students with alternatives for demonstrating what they have learned.

e.g.  UDL allows students to demonstrate through multiple means such as oral presentations, group projects, multiple choice tests etc.

• UDL provides students with multiple and flexible means of engagement (the "why" of learning) to tap into diverse learners' interests, challenge them appropriately, and motivate them to learn.

e.g. UDL reduces barriers imposed by learning difference by allowing teaches to alter the design based on student strengths and deficits without compromising the integrity of the curriculum.

Excerpted from the National Universal Design for Learning Task Force, National Center for Learning Disabilities, Parent Advocacy Brief, National Down Syndrome Society, Center for Applied Technology (CAST)

Where can I learn more about UDL?

• US Department of Education: http://www.idea.ed.gov

• UDL Toolkit at http://www.osepideasthatwork.org/udl/index.asp

• Office of Special Education and Rehabilitation (OSERS) http://www.ed.gov/offices/OSERS/Policy/IDEA/regs

• Center for Applied Technology: www.cast.org

• National Universal Design for Learning Task force: http://www.udl4allstudents.com

• National Down Syndrome Society:  http://www/ndss.org

• Family Empowerment Centers: http://www.cafec.org

Californians 14 Family Empowerment Centers (FECs) are parent driven organizations with the mission to assist families of children with disabilities age three to twenty-two in the area of educational needs.  Family Empowerment Centers help families navigate the educational system and ensure that each child is receiving a free and appropriate education. 

Family Empowerment Centers provide trainings, peer support, counseling, information and services and parent-professional collaborative activities. Find out if there is a Family Empowerment Center is your area by visiting www.cafec.org. 

Community Advisory Committees (CACs) are vital components of effective special education programs in California.  CACs have mandated important roles and responsibilities. Across California, many CACs are active, creative bodies that assist in advising local school districts, the Board of Education and Special Education administration about the Special Education Local Plan, annual priorities, parent education and other special education related activities. Every Special Education Local Plan Area (SELPA) is required to establish a CAC.

Parents comprise a majority of the CAC membership and the majority of these parents are parents of children with special needs. Other members may include special education teachers, general education teachers, other school personnel, other parents, representatives from related public and private agencies, and school administrators. CAC members are initially selected by their peers or nominated through their district. Candidates are then approved by the local Board of Education.  

The Community Advisory Committees responsibility includes advising the policy and administrative entity of the district, special education local plan area, or county office, regarding the development, amendment, and review of the local plan. The local plan describes the local policies, procedures and programs that are consistent with state laws, regulations and policies for special education. The CAC acts in an advisory capacity and may recommend priorities or changes to be addressed by the plan.

Other responsibilities include, but need not be limited to:

• Encouraging community and parental involvement in the development, review and implementation of the local plan.

• Supporting activities on behalf of individuals with exceptional needs.

• Assisting in parent awareness of the importance of regular school attendance.

• Providing families an opportunity to share resources and support.

Where can I learn more about Community Advisory Committees?

Family Empowerment Centers: http://www.cafec.org

Direct Link: ED305808 - Community Advisory Committee Guidelines

The California Association of Family Empowerment Centers (CAFEC) is a direct link between policy makers in Sacramento and parents of children with disabilities and brings the issues important to parents of children with disabilities to state policymakers, including the State Board of Education, the Governors office and the Legislature.  Find out if there is a Family Empowerment Center is your area by visiting www.cafec.org. This issue brief is funded in part through the California Department of Education.

What do CACs mean for my child and family?

CACs in California provide a wide range of positive parent to parent support systems including conferences, support groups, information sharing, newsletters, and training opportunities, in addition to their advisory capacity. 

Learning and working together, parents, school personnel, and community members can produce healthy, valuable home-school partnerships. Effective school systems must devote energy and resources to informing and educating parents and others in the community about how they can support and contribute to the efforts of their schools. Community Advisory Committees are designed in legislative sprit and intent to establish a local forum for this active parent involvement. (California Education Code (Part 30, Chapter 2, Article 7)).

What do parents say about CACs?

Being involved in my CAC has given me a new perspective on how the system works. I have learned how to help my child by being able to see how things are handled in my district.

I like being able to support teachers and administrators when they do a good job.  Then, when I have an issue, they are more likely to listen to me.

I feel like my involvement on the CAC has made a difference. Things were hard for me and my child, but I can make things better for other families.

It is great to be able to get training with people who work with my child.  It puts us on the same page.

I get a lot of personal support for raising my child with special needs through my work on the CAC.

What are Family Empowerment Centers?

Californias fourteen Family Empowerment Centers (FECS) are parent driven organizations with the mission to assist families of children with disabilities ages three to twenty-two in the area of education needs.  Family Empowerment Centers help families navigate the educational system and ensure that each child is receiving a free and appropriate education. They provide trainings, peer support, counseling, information and parent-professional collaborative activities.  Find out if there is a Family Empowerment Center in your area by visiting www.cafec.org or by calling the California Association of Family Empowerment Centers at 916-325-1690, extension 306.© CAFEC 2009.

FECs add their logos and information here.