- (A) playing a vital role in creating and preserving constructive relationships between parents of children with disabilities and schools by facilitating open communication between the parents and schools; encouraging dispute resolution at the earliest possible point in time; and discouraging the escalation of an adversarial process between the parents and schools;
- (B) ensuring the involvement of parents in planning and decisionmaking with respect to early intervention, educational, and transitional services;
- (C) achieving high quality early intervention, educational, and transitional results for children with disabilities;
- (D) providing such parents information on their rights, protections, and responsibilities under this chapter to ensure improved early intervention, educational, and transitional results for children with disabilities;
- (E) assisting such parents in the development of skills to participate effectively in the education and development of their children and in the transitions described in section 1473(b)(6) of this title;
- (F) supporting the roles of such parents as participants within partnerships seeking to improve early intervention, educational, and transitional services and results for children with disabilities and their families; and
- (G) supporting such parents who may have limited access to services and supports, due to economic, cultural, or linguistic barriers.
Last modified on November 7, 2019