Firm News & Updates

Milestones and Forte Law Group present Connecticut program, Autism Q&A

Helping Other Families of Children with Special Needs: What Can I Say? What Can/Should I do? How Do Any of Us Move Forward?

Milestones Behavioral Services CEO Suzanne Letso, M.A., BCBA and Vice President, Clinical Operations Cresse Morrell, M.S., BCBA invite special education attorney Jeffrey L. Forte to present a Q&A program on Autism. The topics covered, in this free, open to the public discussion will be helpful for parents, grandparents, and caregivers and will include:

-Should I suggest lawyers, advocates, special education specialists?
-Will telling my nightmare moments help?
-If my advice backfires how will I face them?
-Do I suggest a child get further testing?
-Where do I turn next?

The program will be held on Tuesday, April 9, 2019 from 6:30-7:30pm at the Milestones Orange campus. RSVP at MilestonesRSVP@mbs-inc.org or call 203-799-4110 x 660. For more information about the event, click here.

Fairfield County Bar Association publishes law article authored by Attorney Jeffrey Forte

Fairfield County Bar Association uphold the best traditions of the legal profession for Connecticut attorneys. Attorney Forte was selected by the FCBA quarterly news committee to author a scholarly law article on special education for members of the bar association.

To read the law article, please click here: https://files.constantcontact.com/f01f458f101/24c23672-9185-4508-861a-9f94adea5ebf.pdf

Special Education Child Advocate, Program Series: Ask a Professional in Norwalk, CT.

Stepping Stones Museum in Norwalk, CT has invited special education attorney and certified advocate, Jeffrey Forte to hold a parent program on special education laws. The “Ask a Professional” program will be held on Thursday, February 21, 2019 from 5:30-6:30pm at Stepping Stones, located at 303 West Avenue in Norwalk, CT. RVSP by Feb. 18 by calling 203-899-0606, ext. 268. This program is an information session that empowers parents to advocate for their child’s educational rights. Attorney Forte will cover the laws covering the IDEA, IEPs, PPT meetings, IEEs, goals and objectives and the eligibility process.

For more information, Register Here.

Divorce and Special Education Law: A Primer

By Jeffrey L. Forte, Esq.
*This law article contains endnotes with enumerated caselaw citations and annotations. Please click on the full pdf version below for a complete listing of legal endnotes.

Although the U.S. divorce rate is falling, divorce rates run much higher for couples that have a child with special needs. Family law practitioners and their clients need to be aware of what parents rights are under the Individuals with Disabilities Education Act (IDEA) and under Section 504 of the Rehabilitation Act (Section 504) when drafting a divorce decree to ensure a child’s special education interests are appropriately addressed.

Which Parent Has the Right to Make Educational Decisions for their Child with Special Needs?

Generally speaking, unless otherwise provided by court order or state law, both parents have rights under the IDEA to address parental concerns and advocate for the needs of their disabled child’s special education and related services. “When the parents of a child with a disability are divorced, both parents are entitled to exercise their IDEA rights, unless a court order or state law provides otherwise.”

Issues inevitably arise when there is a disagreement between divorced parents relating to their child’s special educational needs and related services. This often leads to further confusion and difficulty regarding how the school district should proceed, thereby causing a three-way dispute between parent, parent and school district. Divorced parents should also be mindful of districts efforts to “divide and conquer” the parents. For this reason, as a matter of best practice, it is critical family law attorneys and divorced parents craft a final divorce decree clearly specifying which parent has “educational decision-making authority” over their child’s special education.

Which Parent Has Educational Decision-Making Authority When Not Specifically Addressed in the Divorce Decree?

It cannot be underscored enough that the divorce decree contains an educational decision-making authority clause when a divorced couple has a child with special needs. The family law practitioner or concerned divorced parent of a child with special needs should seek to modify or amend an existing divorce decree so that such a clause is contained.

In the absence of such a clause, family law courts and/or administrative impartial due process hearing officers examine which parent has legal custody, physical custody and/or medical decision-making authority over the disabled child. Under state laws, a divorced parent that neither possesses legal nor physical custody of the child may lack standing to participate in the child’s special educational process under the IDEA.

Preventing Your Child’s Special Education Needs from Being Interrupted During and After Your Divorce.

In the practice of special education law, there are many scenarios involving divorced parents challenging the special education services of their child. Here are a few examples:

Glen is a child that is outplaced at a specialized school. Mom and Dad are divorcing. Dad cannot accept that Benjamin requires a specialized school. Dad wants Benjamin back in district. Mom wants Benjamin to stay in his current outplacement. The school district would be happy to agree with Dad because it is cheaper. Dad signs the IEP first, allowing the school district to take Benjamin back into district.

Rob is a student that successfully is secured a private outplacement at mediation paid for by the district based on violations of FAPE. In exchange for Rob’s private outplacement, the district requires both Mom and Dad sign a confidential settlement agreement. Mom and Dad are divorced. Mom refuses to sign the agreement, thereby delaying and possibly preventing Rob’s private outplacement.

Tim is a student with disabilities that is not receiving a special education. Mom and Dad are divorced. Mom and Dad share joint legal and physical custody of Tim, but Mom handles medical decisions. Mom wants the school district to initially evaluate Tim for special education services, but Dad says no and refuses to provide consent to the district.

In each of these examples all of the issues can be avoided if the divorce decree contained an educational decision-making authority clause. Thousands of dollars, family court appearances, court-appointed guardians and the emotional toll both on you and your child can arguably all be avoided if you and your family law attorney pro-actively protect your parental educational decision-making rights over your child’s special education.

Had I Only Known: Special Education Questions to Ask While Crafting Your Divorce Decree.

Admittedly, I am not a family law attorney. I have never handled a divorce. However, as special education lawyer and a certified child advocate, I have represented dozens of divorced parents relating to the educational rights their child with special needs, often times in concert with my client’s family law attorney. Here are some questions you and your family law attorney should consider when going through your divorce:

  • What parent will have educational-decision making authority over your child’s special education? Specify it in the divorce decree.
  • What parent will attend and advocate at IEP or Section 504 meetings on behalf of your child? Note that under the IDEA, both parents have the right to bring anyone they wish to an IEP or Section 504 meeting and school districts do not have any authority to prevent it. You do not want to face the possibility of having your ex-spouse show up at an IEP meeting with his or her new boyfriend or girlfriend or controversial attorney or advocate that knows absolutely nothing of the needs of your child yet have an equal seat at the table.
  • In so much as there is physical abuse or domestic violence between ex-spouses, a protective or restraining order can strategically allow a school district to prevent the abusive spouse’s personal attendance to an IEP meeting and instead participate by phone.
  • If your child’s school district is not fulfilling the IEP or Section 504 obligations and you need to hire an advocate or special education lawyer, which parent will pay for such representation? Which parent gets to decide if such representation is allowed and by whom?
  • If your child requires private evaluations, which parent will fund these costs? Which parent selects the evaluator?
  • If you decide to unilaterally place your child in a private special education school because the school district is not providing FAPE, which parent will fund the private unilateral placement?
  • Which parent has the right to obtain all of your child’s educational records under the Family Educational Rights Privacy Act (FERPA) with the school district?
  • Will you and your divorced spouse live in different towns? If so, this can affect costs pertaining to your child’s private outplacement. Residency requirements are included in private settlement agreements with districts.

Do You and Your Family Law Attorney Need to Speak with a Special Education Law Attorney?

As with any legal fact pattern, it depends on your situation. Divorced and divorcing parents, as well as family law practitioners who have concerns about the child’s special education should always connect with an experienced special education attorney to ensure the child’s educational rights are ambitiously appropriate and that the child’s IEP, school placement and related services are being delivered with fidelity.

As a matter of best practice, I require any potential client that is divorced to provide me with a copy of their divorce decree prior to entering into an attorney client relationship in order to determine what parent has standing to pursue the special educational interests of their child. Regardless of the disputes among former spouses, divorced parents are encouraged to set their differences aside for the benefit of their child’s special education during and after the divorce and continue to be empowered as their child’s best advocate.

About the Author: Jeffrey L. Forte practices special education law, child advocacy and juvenile defense. He is the founding member of Forte Law Group LLC where he exclusively represents families and children with special needs. Forte Law Group LLC has offices in Westport, Shelton and West Hartford, Connecticut. For more information visit www.fortelawgroup.com

Download PDF here for full list of annotations.

Planning For Transitioning Into Adulthood – Autism Spectrum News

With adulthood approaching for many families with special needs, we must keep in mind that we must plan ahead in order to ensure that our loved ones are learning the skills necessary to promote independence in their home, school, and community setting. Planning for transitioning into adulthood is not an easy task and one that needs to begin as early as 15 for students with special needs.

We at the Forte Law Group encourage all our families to get connected early on with resources and experts in the community that will provide guidance around transition planning. We recommend that you read an article regarding transitioning into adulthood by Dr. Solandy Forte and Aimee Haray from Milestones Behavioral Services in Milford and Orange, Connecticut. For further information about how your educational team can proactively start planning for your child’s transition contact the Forte Law Group at (203) 257-7999 or visit our website at www.fortelawgroup.com

IEP Goals and Objectives Workshop with Special Education Lawyer Jeffrey Forte in Fairfield County

What are specific and measurable IEP Goals and Objectives? What happens when your child isn’t progressing at school? What’s the differences between IEP vs. 504 Plans? Attorney Jeffrey Forte discusses these questions and more in a free workshop for parents of children with special needs on November 9, 2018 6:00pm-7:30pm 4 Research Drive, Suite 403, Shelton, CT 06484.

Fairfield County Parent Magazine publishes special education article authored by Attorney Jeffrey Forte

The September 2018 issue of Fairfield County Parent Magazine featured a leading article authored by Attorney Jeffrey Forte entitled, “Special Education Strategies for the New School Year.”

The article includes thoughtful “Back to School” tips for parents to obtain the most helpful and advantageous special education strategies for their children.

View a PDF of the full article here: Fairfield County Parent Magazine

Connecticut Parent Magazine publishes special education article authored by Attorney Jeffrey Forte

The September 2018 issue of Connecticut Parent Magazine featured a leading article authored by Attorney Jeffrey Forte entitled, “Special Education Strategies for the New School Year.”

The article includes thoughtful “Back to School” tips for parents to obtain the most helpful and advantageous special education strategies for their children.

View a PDF of the full article here: Connecticut Parent Magazine

Special Education Strategies For the New School Year

By Atty. Jeffrey L. Forte

We are past the halfway point of summer vacation and parents everywhere are crowding local stores for the annual “Back to School” shopping spree, with cute backpacks and new sneakers high on their agenda. For parents of children with special needs, however, the priorities at the beginning of a new school year may look a bit different.

For some parents, the beginning of the academic year is already kicking off with Individualized Education Program (IEP) meetings — meetings that you have been planning for months and waiting to schedule all summer. As a parent of a child with special needs, you must prepare thoroughly. Here are a few pointers to help parents obtain the most helpful and advantageous special education strategies for their children.
Be sure to request your child’s school records. In particular, be certain to request any evaluations, progress reports, and proposed goals and objectives well in advance of the IEP meeting. These documents can be cumbersome and you will need sufficient time to review all the details and have time to dissect the information provided. Request that the documents be provided to you at least three to five days prior to the IEP meeting.

Consult with your outside community service providers regarding the information supplied. It is important to get their input on the results of the evaluations and any proposed goals and objectives. It is completely appropriate for you to get a second opinion from experts who know your child best.
Organize your child’s education records. It is best to create a binder to quickly access information that may be relevant to the decision-making process at an IEP meeting. It is a new school year, so this means a new binder with current information about your child’s education. This binder will come in handy when preparing for an IEP meeting or when discussing your case with outside experts, or perhaps with a special education attorney.

Communication with your child’s IEP team should never be limited to just the annual review. Be proactive and establish effective methods of communicating with your child’s IEP team on a regular basis right from the beginning of each school year, and, of course, at your child’s annual review.

As a parent, you are a member of the school team and as such should be actively and thoroughly informed about your child’s education on an ongoing basis. It is important to promote effective communication with your child’s IEP team:

Establish a daily or weekly home and school communication log (via electronic student portal or on paper.) The communication log is a method for school team members to broadly share information about the learning, social, and physical activities your child participated in across the school day (including services delivered by special service providers). As a parent, you should participate in the development of the communication log so that it captures the information that is important to you.

Set up regular parent meetings (monthly or quarterly depending upon child’s level of need) with your IEP team. Parent meetings can serve multiple functions but generally speaking can be a time for team members to share information about your child’s progress, discuss ways to promote the generalization of acquired skills in the home/community setting, share and review data, troubleshoot, and discuss changes in the home setting, to name a few.

Effectively communicating with your IEP team also means that you should be prepared to participate in the discussion about your child’s progress and/or evaluations. This means you will need to formally request (in writing) that you receive any progress reports, evaluations, data, or related documents that will be reviewed at your child’s IEP meeting ahead of time. This is a critical request and one that should be done before each and every IEP meeting.

Be sure to always formally request any methods of communication at an IEP meeting to be included on the IEP. Remember, if it is not included on the IEP then it is likely not to happen. Parents often make the mistake of not formally making these requests and leave the IEP meeting without a clear solution to the communication issue. It is important to clearly share the concern with the IEP team with regards to communication but also propose a solution by making a formal request to include the solution (e.g., communication log, parent meeting, data review meeting, etc.) on the IEP.

If you have a concern, question, or simply something to share with your school team about your child, do not hesitate to contact them. It is critical to your child’s education and overall wellbeing that you establish an open line of communication.

In my experience, some families have expressed frustration with establishing effective methods of communication with their IEP team or have encountered other stumbling blocks preventing the smooth application of special education services. If this is your case, then do not hesitate to contact an outside advocate to discuss how you can move forward with promoting effective communication methods with your child’s IEP team and making sure your child receives the education to which he or she is entitled by law.
Attorney Jeffrey L. Forte is certified in special education advocacy. For more information visit http://www.fortelawgroup.com/, (203) 257-7999. Forte Law Group is one of only a very few law firms within Connecticut that is dedicated to exclusively representing families and children with special needs.

What is School Refusal & What Are Your Child’s Educational Rights?

School Refusal Defined

School refusal is often described as a disorder of a child who refuses to go to school on a regular basis or has problems staying in school.1 Some of the criteria commonly found in school refusal matters involves a student with severe emotional distresses about attending school.2 This can include depression, somatic symptoms, anxiety and temper tantrums. Often is the case that parents are aware of the student’s absence because the child, despite the willingness to do schoolwork, persuades the parents to stay home during school hours because home is considered the safe environment.

The impact on a child that exhibits school refusal characteristics can be disastrous for both the student and parents. Depression, anxiety, bullying, substance abuse and dropping out of school can be real concerns. A working parent may also have to take family leave or unpaid sick leave to stay home with their child that is showing school refusal tendencies. That is why it is imperative if your child is exhibiting signs of school refusal to immediately be proactive in collaborating with your school district administrators and/or a certified child advocate or special education attorney so that a therapeutic school reintegration program is part of your child’s IEP.

 

Your Anxious Child’s Educational Rights

School refusal cases are complex. It often involves a labyrinth of understanding local school policies and rules, state and federal statutes and education regulations. School refusal cases may also lead to truancy issues. In Connecticut, “truant” means a child age 5 to 18, who is enrolled in a public or private school and has four unexcused absences from school in one month or ten unexcused absences in any school year.3 The enforcement and investigation of Connecticut’s truancy laws are handled by local and regional boards of education, local police and courts.4

Excessive absenteeism can also trigger various legal protections under the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act. The IDEA defines “Child Find” as the state having policies and procedures to ensure that all children with disabilities who are in need of special education and related services are located, identified, and evaluated.5 Section 504 also provides that a school district must conduct an evaluation of a student who, because of handicap, need or are believed to need special education and related services.6  Excessive absenteeism may also lead to complications with IDEA eligibility determination, placement decisions and delivery of services, such as the location, frequency and willingness of the student.

 

Emotional Disturbance

Once a child is found with challenges that may include failing grades, excessive absenteeism and/or behavioral concerns the child may be determined eligible under the IDEA pursuant to the disability category of Emotional Disturbance (ED). Emotional Disturbance means a condition exhibiting one or more of the following characteristics over a long period of time to a marked degree that adversely affects a child’s educational performance7:

  1. An inability to learn that cannot be explained by intellectual, sensory or health factors.
  2. An inability to build or maintain satisfactory interpersonal relationships with peers or teachers.
  3. A general pervasive mood of unhappiness or depression.
  4. A tendency to develop physical symptoms or fears associate with personal or school problems.

Common errors can include the failure to identify a student with the qualifying disability of ED under the IDEA, a misdiagnosis, failure to refer for initial evaluation or the complete lack of conducting a comprehensive evaluation. The blame may also be placed on the parents by claiming that there is an issue in the home setting itself.

 

Addressing School Refusal in the IEP

There are a number of ways and strategies to address school refusal in the student’s Individualized Education Plan (IEP). Homebound tutoring is an essential program that needs to become part of the student’s IEP while school reintegration strategies are put into place. Short term goals and objectives should be specific and measurable with regards to homebound tutoring. Student and parent counseling should also be considered as a related service. In addition, positive behavior supports and interventions that address school refusal behavior should also be considered.8 Reevaluations that address the why and what regarding the student’s absenteeism may also be necessary, including psychological, psychiatric, risk assessment and social skill evaluations. Lastly, private placement at a therapeutic based school that emphasizes academic programming may also be warranted along with specialized transportation.

 

To conclude, school refusal matters are challenging. School districts that do not provide an ambitiously appropriate program for a student’s disability related to absenteeism may qualify for rights under the IDEA.

For more information about school refusal, call 203-257-7999 or email jforte@fortelawgroup.com to schedule an appointment with special education lawyer and certified child advocate, attorney Jeffrey Forte of Forte Law Group LLC.


1https://adaa.org/living-with-anxiety/children/school-refusal

2Wanda P. Fremont, M.D., State University of New York Upstate Medical University, Syracuse, New York, Am Fam Physician. 2003 Oct 15;68(8): 1555-1561. https://www.aafp.org/afp/2003/1015/p1555.html

3Connecticut General Statutes Sec. 10-198a

4https://www.cga.ct.gov/2000/rpt/2000-R-0957.htm

534 CFR 300.11; 20 USC 1401(3); 1412(a)(3)

634 CFR 104.34

734 CFR 300.8(c)(4)(i)

834 CFR 300.324(a)(2)(i)

Child Anxiety, Depression, School Refusal and Your Child’s Educational Rights – presentation in Milford, CT

Forte Law Group and Woodhouse Academy are hosting a free workshop for parents of children with anxiety and school refusal challenges on March 20th from 6:30-7:30pm at Woodhouse Academy in Milford. The program will cover:

-Anxiety disorders are among the most common mental health issues in youth.
-What is School Refusal and What is Truancy.
-School Refusal, Child Find and IDEA Eligibility.
-Addressing School Refusal in the IEP.
-Therapeutic School Solutions and Academic Programming.

Private Special Education Programs and Therapeutic Schools in Connecticut for Children with Special Needs

Forte Law Group, a special education and child advocacy law firm, has compiled an extensive list of private special education programs and therapeutic schools that are available to children with special needs in Connecticut. The list of schools is provided in alphabetical order, as well as by county, with a hyperlink to the website of each school.

Alphabetically by school

Adelbrook Behavioral and Developmental Services – Cromwell and Manchester, CT
www.adelbrook.org

American School for the Deaf – West Hartford, CT
www.asd-1817.org

Arch Bridge School at Wellspring – Bethlehem, CT
www.wellspring.org

Ben Bronz Academy – West Hartford, CT
www.benbronzacademy.org

Benhaven – North Haven, CT
www.behaven.org

Boys & Girls Village – Milford, CT
www.bgvillage.org

Carmel Academy – Greenwich, CT
www.carmelacademy.com

CCMC School – New Britain, CT
www.ccmcschool.org

Cedarhurst School – Hamden, CT
www.cedarhurst.yale.edu

Chapel Haven – New Haven, CT
www.chapelhaven.org

Community Child Guidance Clinic – Manchester, CT
www.ccgcinc.org

Connecticut College Children’s Program – New London, CT
www.conncoll.edu

Connecticut Junior Republic – Litchfield, CT
www.ctjuniorrepublic.org

Eagle Hill School – Greenwich, CT
www.eaglehillschoo.org

Eagle House Education Program – Hartford, CT
www.thevillage.org

Elizabeth Ives School for Special Education – North Haven, CT
www.capsef.org/Members/memberview.asp?programid=27

Foundation School – Milford and Orange, CT
www.foundationschool.org

Franklin Academy – East Haddam, CT
www.fa-ct.org

Futures School – West Hartford, CT
www.futures-ct.org

Gengras Center School – West Hartford, CT
www.gengrascenter.org

Giant Steps School Connecticut School – Southport, CT
www.giantstepsct.org

The Glenholme School – Washington, CT
www.theglenhomeschool.org

Grove School – Madison, CT
www.groveschool.org

High Road Academy of Wallingford – Wallingford, CT
www.catapultlearning.com

High Road School of Hartford High – Hartford, CT
www.catapultlearning.com

High Road School of Hartford Primary – Hartford, CT
www.catapultlearning.com

High Road School of New London – New London, CT
www.catapultlearning.com

High Road School of Norwalk – Norwalk, CT
www.catapultlearning.com

High Road School of Wallingford – Wallingford, CT
www.catapultlearning.com

High Road Academy of Waterbury – Waterbury, CT
www.catapultlearning.com

Hope Academy – Orange, CT
www.hopeacademyct.com

IPP (The Institute of Professional Practice) – Stratford, CT
www.ippi.org

Intensive Education Academy – West Hartford, CT
www.ie-academy.org

The Learning Clinic – Brooklyn, CT –
www.thelearningclinic.org

The Light House – Groton, CT
www.lhcampus.com

LINKS Academy – New Canaan, Stamford and Riverside, CT –
www.linksacademy.org

Lorraine D. Foster Day School – Hamden, CT
www.ldfds.com

Manchester Memorial Hospital Clinical Day School – Manchester, CT
www.echn.org/clinical-day-school

Meliora Academy – Meriden, CT
www.melioraacademy.net

Milestones Behavioral Services (formerly Connecticut Center for Child Development) – Milford and Orange, CT
www.mbs-inc.org

Natchaug Hospital Inpatient School – Mansfield, CT
www.natchaug.org/programs-services/schools/departments-services/the-inpatient-school-program

Natchaug Hospital Journey School – Mansfield, CT
www.natchaug.org/programs-services/schools/departments-services/the-journey-house-school

Natchaug Hospital School – Mansfield, Danielson, Enfield, Norwich, Old Saybrook, and Willimantic, CT
www.natchaug.org/programs-services/schools

Northwest Village School / Northwest Village School – Plainville, CT www.wheelerclinic.org/your-student/northwest-village-school

Oak Hill School – Hartford, CT
www.oakhillct.org

Options Educational Services – Hartford, CT
www.capsef.org/Members/memberview.asp?programid=90

Oxford Academy – Westbrook, CT
www.oxfordacademy.net

PACES (Positive Attitude Concerning Education and Socialization) – West Hartford, CT
www.asd-1817.org/asd/paces

Pinnacle School – Stamford, CT
www.pinnacle-ct.org

Raymond Hill School – New Britain, CT
www.klingberg.org/programs-services/raymond-hill-school

Rushford Academy – Durham, CT
www.rushford.org/programs-services/rushford-academy

Saint Catherine Academy – Fairfield, CT
www.stcatherineacademy.org

SARAH, Inc. (KidSteps Family and Children’s Center) – Guilford, CT
www.sarah-inc.org

Solterra Academy – New Britain, CT
www.solterraacademy.com

The Southport School – Southport, CT
www.southportschool.org

The Speech Academy – Easton, CT
www.thespeechacademy.org

Spire School – Stamford, CT
www.spireschool.org

St. Vincent’s Special Needs School Program – Trumbull, CT
www.stvincentsspecialneeds.org

The Susan Wayne Center of Excellence – Thompson, CT
www.jri.org/services/ct/educational-and-residential/susan-wayne-day-school

The Transition Academy of Mount Saint John – Deep River, CT
www.mtstjohn.org

Touchstone School – Litchfield, CT
www.nafict.org/services/educational-services/touchstone-school

Villa Maria Education Center – Stamford, CT
www.villamariaedu.org

Waterford Country School – Waterford, CT
www.waterfordcountryschool.org

The Webb School – Hartford, CT
www.instituteofliving.org/programs-services/the-webb-school-programs

Westport Day School – Wilton, CT
www.westportdayschool.org

Whitney Hall School – Hamden, CT
www.childrenscenterhamden.org/programs/whitney-hall-school-residential

Winston Preparatory School – Norwalk, CT
www.winstonprep.edu

Woodhouse Academy – Milford, CT
www.woodhouseacademy.com

Wooster School, Prospect Program – Danbury, CT
www.woosterschool.org/page.cfm?p=559

Yale Child Study Center School – New Haven, CT
www.medicine.yale.edu/childstudy

 

Alphabetically by County

 

Fairfield County

Carmel Academy – Greenwich, CT www.carmelacademy.com

Eagle Hill School – Greenwich, CT www.eaglehillschoo.org

Giant Steps School Connecticut School – Southport, CT www.giantstepsct.org

High Road School of Norwalk – Norwalk, CT www.catapultlearning.com

LINKS Academy – New Canaan, Stamford and Riverside, CT – www.linksacademy.org

Pinnacle School – Stamford, CT www.pinnacle-ct.org

Saint Catherine Academy – Fairfield, CT www.stcatherineacademy.org

The Southport School – Southport, CT www.southportschool.org

The Speech Academy – Easton, CT www.thespeechacademy.org

Spire School – Stamford, CT www.spireschool.org

St. Vincent’s Special Needs School Program – Trumbull, CT www.stvincentsspecialneeds.org

Villa Maria Education Center – Stamford, CT www.villamariaedu.org

Westport Day School – Wilton, CT www.westportdayschool.org

Winston Preparatory School – Norwalk, CT www.winstonprep.edu

 

Hartford County

Adelbrook Behavioral and Developmental Services – Cromwell and Manchester, CT www.adelbrook.org

American School for the Deaf – West Hartford, CT www.asd-1817.org

Ben Bronz Academy – West Hartford, CT www.benbronzacademy.org

CCMC School – New Britain, CT www.ccmcschool.org

Community Child Guidance Clinic – Manchester, CT www.ccgcinc.org

Eagle House Education Program – Hartford, CT www.thevillage.org

Futures School – West Hartford, CT www.futures-ct.org

Gengras Center School – West Hartford, CT www.gengrascenter.org

High Road School of Hartford High – Hartford, CT www.catapultlearning.com

High Road School of Hartford Primary – Hartford, CT www.catapultlearning.com

Intensive Education Academy – West Hartford, CT www.ie-academy.org

Manchester Memorial Hospital Clinical Day School – Manchester, CT www.echn.org/clinical-day-school

Natchaug Hospital School – Mansfield, Danielson, Enfield, Norwich, Old Saybrook, and Willimantic, CT www.natchaug.org/programs-services/schools

Northwest Village School / Northwest Village School – Plainville, CT www.wheelerclinic.org/your-student/northwest-village-school

Oak Hill School – Hartford, CT www.oakhillct.org

Options Educational Services – Hartford, CT www.capsef.org/Members/memberview.asp?programid=90

PACES (Positive Attitude Concerning Education and Socialization) – West Hartford, CT www.asd-1817.org/asd/paces

Raymond Hill School – New Britain, CT www.klingberg.org/programs-services/raymond-hill-school

Solterra Academy – New Britain, CT
www.solterraacademy.com

The Webb School – Hartford, CT www.instituteofliving.org/programs-services/the-webb-school-programs

 

Litchfield County

Arch Bridge School at Wellspring – Bethlehem, CT www.wellspring.org

Connecticut Junior Republic – Litchfield, CT www.ctjuniorrepublic.org

The Glenholme School – Washington, CT www.theglenhomeschool.org

Touchstone School – Litchfield, CT www.nafict.org/services/educational-services/touchstone-school

Wooster School, Prospect Program – Danbury, CT www.woosterschool.org/page.cfm?p=559

 

Middlesex County

Refer to schools within the counties of Hartford, New Haven, and New London.

 

New Haven County

Benhaven – North Haven, CT www.behaven.org

Boys & Girls Village – Milford, CT www.bgvillage.org

Cedarhurst School – Hamden, CT www.cedarhurst.yale.edu

Chapel Haven – New Haven, CT www.chapelhaven.org

Elizabeth Ives School for Special Education – North Haven, CT www.capsef.org/Members/memberview.asp?programid=27

Foundation School – Milford and Orange, CT www.foundationschool.org

High Road Academy of Wallingford – Wallingford, CT www.catapultlearning.com

High Road School of Wallingford – Wallingford, CT www.catapultlearning.com

High Road Academy of Waterbury – Waterbury, CT www.catapultlearning.com

Hope Academy – Orange, CT www.hopeacademyct.com

IPP (The Institute of Professional Practice) – Stratford, CT www.ippi.org

Lorraine D. Foster Day School – Hamden, CT www.ldfds.com

Meliora Academy – Meriden, CT www.melioraacademy.net

Milestones Behavioral Services (formerly Connecticut Center for Child Development) – Milford and Orange, CT www.mbs-inc.org

Rushford Academy – Durham, CT www.rushford.org/programs-services/rushford-academy

Whitney Hall School – Hamden, CT www.childrenscenterhamden.org/programs/whitney-hall-school-residential

Woodhouse Academy – Milford, CT www.woodhouseacademy.com

Yale Child Study Center School – New Haven, CT www.medicine.yale.edu/childstudy

 

New London County

Connecticut College Children’s Program – New London, CT www.conncoll.edu

Franklin Academy – East Haddam, CT www.fa-ct.org

Grove School – Madison, CT www.groveschool.org

High Road School of New London – New London, CT www.catapultlearning.com

The Light House – Groton, CT www.lhcampus.com

Natchaug Hospital School –Norwich and Old Saybrook, CT www.natchaug.org/programs-services/schools

Oxford Academy – Westbrook, CT www.oxfordacademy.net

SARAH, Inc. (KidSteps Family and Children’s Center) – Guilford, CT www.sarah-inc.org

The Transition Academy of Mount Saint John – Deep River, CT www.mtstjohn.org

Waterford Country School – Waterford, CT www.waterfordcountryschool.org

 

Tolland County

Refer to the counties of Windham, New London, Middlesex and Hartford.

 

Windham County

The Learning Clinic – Brooklyn, CT – www.thelearningclinic.org

Natchaug Hospital Inpatient School – Mansfield, CT www.natchaug.org/programs-services/schools/departments-services/the-inpatient-school-program

Natchaug Hospital Journey School – Mansfield, CT www.natchaug.org/programs-services/schools/departments-services/the-journey-house-school

Natchaug Hospital School – Mansfield, Danielson, and Willimantic, CT www.natchaug.org/programs-services/schools

The Susan Wayne Center of Excellence – Thompson, CT www.jri.org/services/ct/educational-and-residential/susan-wayne-day-school

 

Disclaimer: This list is intended for informational and educational purposes only. The reader should contact the school(s) for further information.

Stepping Stones Hosts Program with Guest Speaker Attorney Jeffrey Forte – Norwalk, CT

Parents will learn about the Individuals with Disabilities Education Act (IDEA), Free Appropriate Public Education (FAPE), Individualized Education Program (IEP), Family Educational Rights Privacy Act (FERPA), Independent Educational Evaluation (IEE), Related Services, and IEP vs 504 Plan. This program will be presented by guest speaker Jeffrey Forte on February 19, 2018, 6:00pm-7:30pm Stepping Stones Museum for Children at 303 West Avenue in Norwalk, CT.

Meet Attorney Jeff Forte – Special Education Law Q&A in Darien, CT

Jeffrey Forte will present a free talk on Special Education Law at the Darien Library on Thursday, February 15 at the Darien Library entitled “Empowering Parents to Advocate for Their Child’s Rights.”

Topics will include:

  • Ambitiously Appropriate IEP Goals & Objectives
  • What Happens When Your Child Isn’t Progressing at School
  • What Happens When the School District Denies or Takes Away Services
  • Addressing IEP Verses 504 Plans, What’s the Difference
  • A question and answer session will follow the presentation for further discussion.

Jeffrey Forte is a founding member of Forte Law Group, LLC and is one of the few attorneys in Connecticut that has obtained a Certificate in Special Education Advocacy from the Institute of Special Education Advocacy (ISEA) at William & Mary Law School in Williamsburg, Virginia. For more than 16 years, Jeff has devoted his entire legal career to serving the Connecticut community, advocating and negotiating on behalf of his clients.

Q&A Legal Workshop with Attorney Jeff Forte – West Hartford, CT

Learn, listen and network with fellow parents of children with special needs on January 25, 2018 at 6:30pm the West Hartford Public Library as Special Education Lawyer & Certified Child Advocate, Jeffrey Forte, J.D., presents on:

-Special education law and how it relates to addressing challenging behaviors at school.
-Importance of evaluating a child’s challenging behavior by conducting an FBA.
-Explain the procedures for conducting an FBA.
-Using information from the FBA to develop a comprehensive BSP.
-Requesting an IEE when the parents are not in agreement with the evaluation.
-Ten quick tips to prepare for a PPT to review an FBA.

Procedural Safeguards, FAPE, IEEs and Related Services Presentation in Fairfield, CT

Hosted by the Fairfield Public Library located at 1080 Old Post Road in Fairfield, CT on January 11, 2018, 6:30pm to 7:30p, certified child advocate and special education attorney Jeffrey Forte will present a free workshop for parents of children with special needs. The program will include a substantive presentation on a child’s right to a free appropriate public education under the Individuals with Disabilities Education Act. To register, sign up at: https://tinyurl.com/yapk8zmw