A Parent's Guide to Special Education In Connecticut

A parent’s guide to special education in Connecticut offers vital resources and support for navigating the special education system, ensuring children with disabilities receive appropriate educational support. This comprehensive guide provides parents with the knowledge and tools they need to advocate effectively for their child’s needs. Conduct.edu.vn serves as a reliable platform, offering guidance on Individualized Education Programs (IEPs) and understanding special education law, and fostering inclusive education.

1. Understanding Special Education in Connecticut

Special education in Connecticut is designed to meet the unique needs of children with disabilities, ensuring they receive a free and appropriate public education (FAPE). The Individuals with Disabilities Education Act (IDEA) is the cornerstone of special education law, providing federal guidelines that Connecticut and other states must follow. Understanding the legal framework is the first step for parents navigating the special education landscape.

1.1. What is Special Education?

Special education refers to specially designed instruction, at no cost to parents, to meet the unique needs of a child with a disability. This may include classroom instruction, home instruction, instruction in hospitals and institutions, and other settings. Special education programs and services aim to provide individualized support, accommodations, and modifications to help students with disabilities succeed academically and develop to their fullest potential.

1.2. The Individuals with Disabilities Education Act (IDEA)

IDEA is a federal law that ensures services to children with disabilities throughout the nation. It governs how states and public agencies provide early intervention, special education, and related services to children with disabilities. Key components of IDEA include:

Free Appropriate Public Education (FAPE): Every child with a disability is entitled to a FAPE, which means special education and related services are provided at public expense, meet the standards of the state educational agency, include an appropriate preschool, elementary school, or secondary school education in the state involved, and are provided in conformity with an Individualized Education Program (IEP).
Individualized Education Program (IEP): An IEP is a written statement for each child with a disability that is developed, reviewed, and revised in accordance with IDEA. It outlines the child’s present levels of performance, measurable goals, special education and related services, and accommodations and modifications.
Least Restrictive Environment (LRE): Children with disabilities should be educated with children who are not disabled, to the maximum extent appropriate. Special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.
Parental Rights and Procedural Safeguards: IDEA provides parents with various rights and procedural safeguards, including the right to participate in IEP meetings, the right to access educational records, the right to obtain an independent educational evaluation (IEE), and the right to resolve disputes through mediation and due process hearings.

1.3. Connecticut’s Special Education Laws and Regulations

Connecticut has its own set of laws and regulations that supplement IDEA, providing additional guidance and requirements for special education services within the state. Key Connecticut statutes and regulations include:

Connecticut Regulations
Department of Education
10-76-1 to 10-76l-1 – Children Requiring Special Education
Section 10-76a: Definitions
Section 10-76b: Administration and supervision. Use of Seclusion and Restraint in public School.
Section 10-76d: Conditions of instruction
Section 10-76h: Due process
Click on the link to search the full-text of the regulations: https://eregulations.ct.gov/eRegsPortal/Search/RCSA
Selected Statutes:
Chapter 164. Educational Opportunities
Click on the link to search the full-text of the statutes: https://search.cga.state.ct.us/r/statute/dtsearch_form.asp

These resources provide detailed information on eligibility criteria, evaluation procedures, IEP development, and dispute resolution processes within the state. Familiarizing yourself with these laws and regulations is crucial for advocating effectively for your child’s educational rights.

1.4. Common Disabilities Covered Under IDEA

IDEA lists 13 specific disability categories under which children may be eligible for special education and related services. These categories include:

Specific Learning Disability: A disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations.
Other Health Impairment: Having limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that is due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, and Tourette syndrome.
Autism Spectrum Disorder: A developmental disability affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child’s educational performance.
Emotional Disturbance: A condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child’s educational performance: (a) An inability to learn that cannot be explained by intellectual, sensory, or health factors; (b) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers; (c) Inappropriate types of behavior or feelings under normal circumstances; (d) A general pervasive mood of unhappiness or depression; (e) A tendency to develop physical symptoms or fears associated with personal or school problems.
Speech or Language Impairment: A communication disorder, such as stuttering, impaired articulation, a language impairment, or a voice impairment, that adversely affects a child’s educational performance.
Visual Impairment, including Blindness: An impairment in vision that, even with correction, adversely affects a child’s educational performance.
Deafness: A hearing impairment so severe that a child is impaired in processing linguistic information through hearing, with or without amplification, that adversely affects a child’s educational performance.
Hearing Impairment: An impairment in hearing, whether permanent or fluctuating, that adversely affects a child’s educational performance but that is not included under the definition of deafness.
Deaf-Blindness: Concomitant hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness.
Orthopedic Impairment: A severe orthopedic impairment that adversely affects a child’s educational performance. The term includes impairments caused by congenital anomaly, impairments caused by disease (e.g., poliomyelitis, bone tuberculosis), and impairments from other causes (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures).
Intellectual Disability: Significantly subaverage general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child’s educational performance.
Traumatic Brain Injury: An acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects a child’s educational performance. The term applies to open or closed head injuries resulting in impairments in one or more areas, such as cognition; language; memory; attention; reasoning; abstract thinking; judgment; problem-solving; sensory, perceptual, and motor abilities; psychosocial behavior; physical functions; information processing; and speech.
Multiple Disabilities: Concomitant impairments (such as intellectual disability-blindness or intellectual disability-orthopedic impairment), the combination of which causes such severe educational needs that they cannot be accommodated in special education programs solely for one of the impairments.

Understanding these categories can help parents determine if their child may be eligible for special education services.

2. The Special Education Process in Connecticut

The special education process involves several key steps, from initial referral to ongoing monitoring and evaluation. Parents should be familiar with each stage to ensure their child receives appropriate services and support.

2.1. Referral and Evaluation

The special education process begins with a referral, which can be made by a parent, teacher, or other school staff member who suspects that a child may have a disability. The referral initiates an evaluation to determine if the child meets the eligibility criteria for special education services.

Initiating a Referral: If you believe your child may need special education services, submit a written referral to the school principal or special education director. Include specific concerns and observations about your child’s academic, behavioral, or developmental challenges.
The Evaluation Process: The school district must conduct a comprehensive evaluation within a specified timeframe, typically 45 school days. The evaluation may include assessments of cognitive abilities, academic skills, communication skills, social-emotional functioning, and motor skills.
Parental Consent: The school district must obtain your written consent before conducting any evaluations. You have the right to refuse consent, but this may delay or prevent your child from receiving special education services.
Independent Educational Evaluation (IEE): If you disagree with the school’s evaluation results, you have the right to obtain an IEE at public expense, provided certain conditions are met. An IEE is an evaluation conducted by a qualified professional who is not employed by the school district.

2.2. Eligibility Determination

After the evaluation is complete, a Planning and Placement Team (PPT) meeting is held to determine if the child meets the eligibility criteria for special education services. The PPT includes the child’s parents, teachers, special education staff, and other relevant professionals.

PPT Meeting: The PPT reviews the evaluation results and other relevant information to determine if the child has a disability that adversely affects their educational performance and requires special education and related services.
Eligibility Criteria: To be eligible for special education, a child must meet the criteria for one of the 13 disability categories under IDEA and demonstrate a need for specially designed instruction.
Parental Involvement: Parents are equal members of the PPT and have the right to participate in all decisions regarding their child’s special education program. Your input, insights, and concerns are valuable and should be considered by the PPT.

2.3. Individualized Education Program (IEP) Development

If a child is found eligible for special education services, the PPT develops an Individualized Education Program (IEP). The IEP is a written document that outlines the child’s present levels of performance, measurable goals, special education and related services, and accommodations and modifications.

Components of an IEP: An IEP typically includes the following components:
- Present levels of academic achievement and functional performance
- Measurable annual goals, including academic and functional goals
- Description of how progress toward meeting the annual goals will be measured and when periodic reports on the progress the child is making toward meeting the annual goals will be provided
- Statement of the special education and related services and supplementary aids and services to be provided to the child, or on behalf of the child
- Statement of any program modifications or supports for school personnel that will be provided to enable the child to advance appropriately toward attaining the annual goals
- Explanation of the extent, if any, to which the child will not participate with nondisabled children in the regular class and in extracurricular and nonacademic activities
- Statement of any individual appropriate accommodations that are necessary to measure the academic achievement and functional performance of the child on State and districtwide assessments
- Projected date for the beginning of the services and modifications
IEP Goals: IEP goals should be specific, measurable, achievable, relevant, and time-bound (SMART). They should address the child’s specific needs and focus on improving academic, behavioral, or functional skills.
Related Services: Related services are additional supports that may be necessary to help a child benefit from special education. These services may include speech-language therapy, occupational therapy, physical therapy, counseling, transportation, and assistive technology.
Accommodations and Modifications: Accommodations are changes to how a student learns the material, while modifications are changes to what a student is expected to learn. Examples of accommodations include extended time on tests, preferential seating, and assistive technology. Examples of modifications include reduced assignments, alternate assessments, and modified grading criteria.
Parental Agreement: Parents must provide written consent before the IEP can be implemented. If you disagree with any part of the IEP, you have the right to request revisions or pursue dispute resolution options.

2.4. IEP Implementation and Monitoring

Once the IEP is developed and agreed upon, the school district is responsible for implementing it. This includes providing the special education and related services outlined in the IEP, as well as monitoring the child’s progress toward meeting their goals.

Progress Monitoring: The school district must regularly monitor the child’s progress and provide parents with periodic reports on their progress toward meeting their IEP goals. This may include progress reports, data collection, and classroom observations.
IEP Reviews: The IEP must be reviewed at least annually, or more frequently if requested by the parents or school staff. The purpose of the IEP review is to evaluate the child’s progress, make any necessary revisions to the IEP, and ensure that the child continues to receive appropriate services and support.

2.5. Reevaluation

Children receiving special education services must be reevaluated at least every three years to determine if they continue to be eligible for special education and related services. The reevaluation process is similar to the initial evaluation and involves a review of the child’s progress, current needs, and relevant data.

3. Parental Rights and Advocacy in Connecticut

Parents play a critical role in advocating for their child’s special education needs. Understanding your rights and how to effectively advocate for your child can help ensure they receive the services and support they need to succeed.

3.1. Key Parental Rights Under IDEA

IDEA provides parents with numerous rights and procedural safeguards, including:

Right to Participate: Parents have the right to participate in all meetings regarding their child’s special education program, including PPT meetings, IEP meetings, and mediation sessions.
Right to Access Records: Parents have the right to access their child’s educational records, including evaluations, IEPs, and progress reports.
Right to Prior Written Notice: The school district must provide parents with written notice whenever it proposes or refuses to initiate or change the identification, evaluation, or educational placement of their child.
Right to Consent: The school district must obtain parental consent before conducting evaluations, implementing IEPs, and making changes to a child’s special education program.
Right to an Independent Educational Evaluation (IEE): Parents have the right to obtain an IEE at public expense if they disagree with the school’s evaluation results.
Right to Dispute Resolution: Parents have the right to resolve disputes with the school district through mediation and due process hearings.

3.2. Effective Advocacy Strategies

Effective advocacy involves understanding your child’s needs, knowing your rights, and communicating effectively with school staff. Here are some strategies to help you advocate for your child:

Stay Informed: Familiarize yourself with IDEA, Connecticut’s special education laws and regulations, and your child’s IEP.
Document Everything: Keep detailed records of all communications with school staff, evaluations, IEPs, and progress reports.
Communicate Effectively: Communicate your concerns and expectations clearly and respectfully with school staff.
Collaborate with the PPT: Work collaboratively with the PPT to develop an IEP that meets your child’s needs.
Attend All Meetings: Attend all PPT meetings and IEP meetings to participate in decisions regarding your child’s special education program.
Seek Support: Connect with other parents, advocacy organizations, and legal professionals for support and guidance.

3.3. Resolving Disputes

If you disagree with the school district’s decisions regarding your child’s special education program, you have several options for resolving disputes:

Mediation: Mediation is a voluntary process in which a neutral third party helps parents and the school district reach a mutually agreeable resolution.
Due Process Hearing: A due process hearing is a formal legal proceeding in which parents and the school district present evidence and arguments to an impartial hearing officer, who makes a decision based on the evidence presented.
State Complaint: A state complaint is a written complaint filed with the Connecticut State Department of Education, alleging that the school district has violated IDEA or state special education laws and regulations.

3.4. Resources for Parents in Connecticut

Numerous organizations and agencies in Connecticut provide resources and support for parents of children with disabilities:

Connecticut State Department of Education: Provides information on special education laws, regulations, and resources.
Special Education Resource Center (SERC): Offers training, resources, and support for parents and educators.
Disability Rights Connecticut: Provides legal advocacy and representation for individuals with disabilities.
Parent Training and Information Centers: Offer training, information, and support for parents of children with disabilities.
The Arc Connecticut: Advocates for the rights and inclusion of individuals with intellectual and developmental disabilities.

4. Creating an Effective Individualized Education Program (IEP)

The IEP is the cornerstone of a child’s special education program. A well-written IEP can help ensure that a child receives the services and support they need to succeed.

4.1. Understanding the IEP Components

As mentioned earlier, the IEP includes several key components, including:

Present levels of academic achievement and functional performance
Measurable annual goals
Description of how progress toward meeting the annual goals will be measured
Statement of the special education and related services and supplementary aids and services to be provided
Statement of any program modifications or supports for school personnel

4.2. Writing SMART IEP Goals

IEP goals should be SMART: Specific, Measurable, Achievable, Relevant, and Time-bound. Here are some examples of SMART IEP goals:

Subject	Example IEP Goal
Reading	By the end of the IEP period, [Child’s Name] will improve reading comprehension skills by accurately answering comprehension questions related to informational texts at a 4th-grade reading level, as measured by teacher observation and classroom assessments.
Writing	By the end of the IEP period, [Child’s Name] will improve writing skills by composing a five-paragraph essay with a clear thesis statement, supporting details, and proper grammar and punctuation, as measured by teacher observation and writing samples.
Math	By the end of the IEP period, [Child’s Name] will improve math skills by solving multi-step word problems involving addition, subtraction, multiplication, and division with 80% accuracy, as measured by classroom assessments and progress monitoring data.
Social-Emotional	By the end of the IEP period, [Child’s Name] will improve social-emotional skills by appropriately expressing emotions and using conflict resolution strategies in social interactions with peers, as measured by teacher observation and social skills assessments.

4.3. Determining Appropriate Services and Supports

The IEP should include a statement of the special education and related services and supplementary aids and services to be provided to the child. These services should be individualized to meet the child’s specific needs and should be based on the evaluation results and IEP goals.

Special Education Services: Special education services may include specially designed instruction in the classroom, resource room support, or self-contained classroom placement.
Related Services: Related services may include speech-language therapy, occupational therapy, physical therapy, counseling, transportation, and assistive technology.
Supplementary Aids and Services: Supplementary aids and services may include accommodations, modifications, assistive technology, and supports for school personnel.

4.4. Ensuring Implementation and Monitoring

Once the IEP is developed, it is important to ensure that it is implemented effectively and that the child’s progress is monitored regularly. This includes:

Regular Communication with School Staff: Communicate regularly with your child’s teachers and other school staff to discuss their progress and any concerns you may have.
Reviewing Progress Reports: Review progress reports carefully to monitor your child’s progress toward meeting their IEP goals.
Attending IEP Meetings: Attend IEP meetings to review the IEP, discuss your child’s progress, and make any necessary revisions.

5. Navigating the Least Restrictive Environment (LRE)

IDEA requires that children with disabilities be educated in the least restrictive environment (LRE). This means that children with disabilities should be educated with children who are not disabled, to the maximum extent appropriate.

5.1. Understanding the LRE Mandate

The LRE mandate is based on the principle that children with disabilities should have the opportunity to learn and interact with their non-disabled peers. This promotes inclusion, socialization, and academic growth.

5.2. Factors to Consider When Determining LRE

When determining the LRE for a child with a disability, the PPT should consider the following factors:

The Child’s Needs: The child’s individual needs and goals should be the primary consideration when determining the LRE.
The Child’s Ability to Benefit from the General Education Curriculum: The PPT should consider whether the child can benefit from the general education curriculum with the use of supplementary aids and services.
The Potential Benefits of Inclusion: The PPT should consider the potential benefits of inclusion for the child, such as socialization, peer interaction, and academic growth.
The Potential Disruptive Impact on the Classroom: The PPT should consider whether the child’s presence in the general education classroom would be disruptive to other students.

5.3. Continuum of Placement Options

The LRE is not a specific setting, but rather a continuum of placement options, ranging from the most inclusive to the most restrictive:

General Education Classroom: The most inclusive setting, where the child receives instruction in the general education classroom with supplementary aids and services.
Resource Room: A separate classroom where the child receives specialized instruction and support for a portion of the school day.
Self-Contained Classroom: A separate classroom where the child receives all of their instruction from a special education teacher.
Special School: A separate school that provides specialized instruction and support for children with disabilities.
Residential Facility: A residential facility that provides 24-hour care and education for children with disabilities.
Homebound Instruction: Instruction provided in the child’s home due to medical or other reasons.

5.4. Advocating for Inclusive Practices

Parents can advocate for inclusive practices by:

Expressing Your Preference for Inclusion: Clearly express your preference for your child to be educated in the general education classroom with supplementary aids and services.
Collaborating with the PPT: Work collaboratively with the PPT to develop an IEP that supports your child’s inclusion in the general education classroom.
Providing Information and Resources: Share information and resources with the school district on inclusive practices and strategies.
Visiting Inclusive Classrooms: Visit inclusive classrooms to observe how children with disabilities are successfully integrated into the general education environment.

6. Transition Planning for Students with Disabilities

Transition planning is the process of preparing students with disabilities for life after high school. This includes planning for post-secondary education, employment, independent living, and community participation.

6.1. When Transition Planning Should Begin

Transition planning should begin no later than age 16, or earlier if appropriate. The IEP should include measurable post-secondary goals and transition services needed to help the student achieve those goals.

6.2. Key Components of Transition Planning

Transition planning should address the following key areas:

Post-Secondary Education: Planning for college, vocational training, or other post-secondary educational opportunities.
Employment: Planning for competitive employment, supported employment, or other employment options.
Independent Living: Planning for housing, transportation, financial management, and other independent living skills.
Community Participation: Planning for social activities, recreation, and involvement in community organizations.

6.3. Transition Services

Transition services are a coordinated set of activities designed to facilitate the student’s movement from school to post-school activities. These services may include:

Instruction: Providing instruction in academic, vocational, and independent living skills.
Related Services: Providing related services such as counseling, therapy, and assistive technology.
Community Experiences: Providing opportunities for community exploration and participation.
Development of Employment and Other Post-School Adult Living Objectives: Assisting the student in developing employment and other post-school adult living objectives.
Acquisition of Daily Living Skills and Functional Vocational Evaluation: Providing assistance in acquiring daily living skills and conducting functional vocational evaluations.

6.4. Resources for Transition Planning in Connecticut

Several organizations and agencies in Connecticut provide resources and support for transition planning:

Bureau of Rehabilitation Services (BRS): Provides vocational rehabilitation services to individuals with disabilities.
Department of Developmental Services (DDS): Provides services and supports to individuals with intellectual and developmental disabilities.
Connecticut Parent Advocacy Center (CPAC): Offers training and support for parents of children with disabilities, including transition planning.
The Arc Connecticut: Advocates for the rights and inclusion of individuals with intellectual and developmental disabilities, including transition services.

7. Assistive Technology and Special Education

Assistive technology (AT) refers to any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities. AT can play a crucial role in helping students with disabilities access the curriculum, participate in classroom activities, and achieve their IEP goals.

7.1. Types of Assistive Technology

AT can range from low-tech to high-tech and may include:

Low-Tech AT: Simple tools and devices such as pencil grips, raised-line paper, slant boards, and visual timers.
Mid-Tech AT: Battery-operated devices such as audio recorders, portable word processors, and adapted keyboards.
High-Tech AT: Sophisticated electronic devices such as computers, tablets, speech-generating devices, and screen readers.

7.2. Assessing the Need for Assistive Technology

The PPT should consider the need for AT as part of the IEP development process. This may involve:

Identifying the Student’s Needs: Determining the specific challenges the student faces in accessing the curriculum and participating in classroom activities.
Trying Different AT Devices: Experimenting with different AT devices to see which ones are most effective for the student.
Conducting an AT Evaluation: Conducting a formal AT evaluation by a qualified professional.

7.3. Funding for Assistive Technology

Funding for AT may be available through various sources, including:

School District: The school district may be responsible for providing AT if it is necessary for the student to receive a FAPE.
Medicaid: Medicaid may cover the cost of AT for eligible individuals.
Private Insurance: Private insurance may cover the cost of AT if it is medically necessary.
Grant Programs: Various grant programs may provide funding for AT.

7.4. Resources for Assistive Technology in Connecticut

Several organizations and agencies in Connecticut provide resources and support for AT:

Connecticut Tech Act Project: Provides information, training, and technical assistance on AT.
Special Education Resource Center (SERC): Offers training and resources on AT for parents and educators.
Disability Rights Connecticut: Provides legal advocacy and representation for individuals with disabilities, including AT issues.

8. Frequently Asked Questions (FAQ) About Special Education in Connecticut

Q1: How do I know if my child needs special education services?

A1: If you have concerns about your child’s academic, behavioral, or developmental progress, talk to their teacher or school principal. You can also request an evaluation to determine if your child is eligible for special education services.

Q2: What is an IEP, and why is it important?

A2: An IEP is an Individualized Education Program, a written document that outlines your child’s special education needs, goals, and services. It is important because it ensures your child receives the individualized support they need to succeed.

Q3: What are my rights as a parent in the special education process?

A3: You have numerous rights under IDEA, including the right to participate in all meetings, access your child’s records, obtain an independent educational evaluation, and resolve disputes through mediation and due process hearings.

Q4: What should I do if I disagree with the school’s evaluation of my child?

A4: You have the right to obtain an independent educational evaluation (IEE) at public expense if you disagree with the school’s evaluation.

Q5: How often will my child’s IEP be reviewed?

A5: Your child’s IEP must be reviewed at least annually, or more frequently if requested by the parents or school staff.

Q6: What is the least restrictive environment (LRE)?

A6: The LRE is the setting where your child can receive an appropriate education alongside their non-disabled peers to the greatest extent possible.

Q7: What is transition planning, and when should it begin?

A7: Transition planning prepares students with disabilities for life after high school. It should begin no later than age 16, or earlier if appropriate.

Q8: What is assistive technology, and how can it help my child?

A8: Assistive technology includes tools and devices that help students with disabilities access the curriculum and participate in classroom activities.

Q9: What resources are available to help me navigate the special education process in Connecticut?

A9: Numerous organizations and agencies in Connecticut provide resources and support for parents of children with disabilities, including the Connecticut State Department of Education, the Special Education Resource Center (SERC), and Disability Rights Connecticut.

Q10: How can I effectively advocate for my child’s special education needs?

A10: Stay informed, document everything, communicate effectively with school staff, collaborate with the PPT, and seek support from other parents and advocacy organizations.

Navigating the special education system can be challenging, but with knowledge, resources, and effective advocacy, parents can help ensure their children receive the support they need to thrive. For further guidance and detailed information, visit CONDUCT.EDU.VN.

Understanding and navigating the special education system in Connecticut requires commitment and knowledge. This guide provides a solid foundation, but remember that continuous learning and advocacy are key to ensuring your child’s success. For more detailed information and resources, visit CONDUCT.EDU.VN, or contact us at 100 Ethics Plaza, Guideline City, CA 90210, United States, Whatsapp: +1 (707) 555-1234. Let conduct.edu.vn be your partner in advocating for your child’s educational journey.

A Parent’s Guide to Special Education In Connecticut