1. Special Needs NJ, LLP
Family Services: for families with “special” needs members
Tutoring, ABA Therapy, Advocacy for IEP (Individualized Educational Plans) interpretation, preparation, and meeting attendence.

2. Linda Leenstra (Advocate, Therapist, Educator, Tutor),
Website:
Phone:
973)
Tonight’s Presenters:
Linda Leenstra (Advocate, Therapist, Educator, Tutor),
Dr. Lisa Hahn (Neuropsychologist),
And Det. Colleen Pascale (Dare officer/mom)

3. Who are we and what do we do?
We provide:
Tutoring for both Special Needs and academically struggling students
Applied Behavioral Therapy (ABA) Therapy for Autism and other disabilities in your home.
Advocacy to parents understanding your child’s Individual Education Plan (IEP), which includes:  A. Interpretation, B.Preparation C. Monitoring and observation, D. Meeting attendance, E. Letter Writing, etc…
Provide in home care for your disabled family member
In home care for elderly, companionship, meal prep, med management etc…
Errands and transportation to Dr’s., store, pharmacy

4. What’s a parent to do?
Has your child recently been classified as having special needs at school and you don’t know what to do next?
Is your child having difficulty and you feel they need to be assessed educationally?
Do you need to know where to start in getting the help you feel your child needs?

5. Student With a Disability:
A student as defined in section 4401(1),
who has not attained age 21 prior to
September 1st and who is entitled to
attend public school pursuant to section
3202 of the Education law and who,
because of mental, physical or
emotional reasons has been identified
as having a disability and who requires
special services and programs
approved by the Department of
Education.

6. Under New Jersey Administrative Code Title 6A, Chapter 14, students between the ages of 3 and 21 are eligible for special education and related services if they meet the criteria for one or more of fourteen recognized disabilities. Eligibility is determined collaboratively by the IEP team, who can recommend classification only if the student’s academic deficiencies are not the result of “a lack of instruction in reading, including the essential components of reading instruction, or math or due to limited English proficiency” (NJAC 6A:14-3.5(b)).

7. 1) Request (in Writing) a FULL
psycho-educational assessment to include language, reading, math, oral, written skills WISC IV Wechsler Intelligence Scale for Children®
Neuropsychological assessment
Assistive Technology assessment
2) Date and copy ALL correspondence! Including s.
3) Record and document date, time, who, topic, for ALL phone calls and in person conversations

9. What do I do if I think my child needs Special Education Services?
Tape Recorder/microphone
Tapes/Batteries
File Cabinet or drawers for
filing
Then you need to; Educate yourself on
Your child’s specific disability
Special Education laws
Special Edu codes
IDEA
And whatever you can find to HELP your child succeed!!
First you will need:
A few large 3 ring binders
Binder subject dividers
3 hole punch
Notebook
Phone log
Appointment calendar
File folders
Sticky note tabs

10. Special Services & Programs:
Related Services
Special Education
A SERVICE a student receives that address deficits in specified areas that impact educational performance.
Speech & Language Therapy/Pathology
Occupational Therapy
Physical Therapy
Counseling Services (Psychological or S.W.)
Audiology services
Assistive Technology
Sign Language & interpreting services
School health services
Mobility services
Parent training
A SERVICE a student receives that address deficits that impact educational performance.
Special Class Program
Special Class in one or more areas
Specially Designed Instruction
Specialized Supplementary Instruction
Consultant Teacher Service (Direct or Indirect)
Integrated Co-Teaching
Adaptive Physical Education

11. What follows is a list of the fourteen NJ eligibility classifications, along with a “plain English” description of each one. If you want to read exactly what the law says about each one, download the NJ Special Ed Code at You can also contact your child’s case manager to ask for a NJ Special Education Code booklet.
It is important to note that the following descriptions are for special services eligibility ONLY, and do not necessarily reflect medical diagnostic criteria.

12. Special Education Classifications
The Fourteen
Special Education Classifications
It is important to note that the following descriptions are for special services eligibility ONLY, and do not necessarily reflect medical diagnostic criteria.

13. #1 Auditorily Impaired
  "Auditorily impaired" corresponds to "auditorily handicapped" and
further corresponds to the Federal eligibility categories of deafness or
hearing impairment. "Auditorily impaired" means an inability to hear
within normal limits due to physical impairment or dysfunction of
auditory mechanisms characterized by (c)1i or ii below. An audiological
54evaluation by a specialist qualified in the field of audiology and a speech
and language evaluation by a certified speech-language specialist are
required.
i. "Deafness"--The auditory impairment is so severe that the
student is impaired in processing linguistic information through
hearing, with or without amplification and the student's educational
performance is adversely affected.
ii. "Hearing impairment"--An impairment in hearing, whether
permanent or fluctuating which adversely affects the student's
educational performance..

14. # 2 Autism (ASD)
"Autistic" means a pervasive developmental disability (PDD) which significantly impacts verbal and nonverbal communication and social interaction that adversely affects a student's educational performance.
Onset is generally evident before age three.
Other characteristics often associated with autism are;
engagement in repetitive activities and stereotyped movements
resistance to environmental change or change in daily routine
unusual responses to sensory experiences and lack of responsiveness to others.
The term does not apply if the student's adverse educational performance is due to emotional disturbance as defined in (c)5
A child who manifests the characteristics of autism after age
three may be classified as autistic if…1. the criteria in
this paragraph are met. 2. An assessment by a certified
speech-language specialist and an assessment by 3. a physician trained in neuro-developmental assessment are required.

15. # 3 Cognitively Impaired
"Cognitively impaired" corresponds to "mentally retarded" and means a disability that is characterized by significantly below average general cognitive functioning existing concurrently with deficits in adaptive behavior; manifested during the developmental period that adversely affects a student's educational performance and is characterized by one of the following:
"Mild cognitive impairment" corresponds to "educable" and means a level of cognitive development and adaptive behavior in home, school and community settings that are mildly below age expectations with respect to all of the following:
(1) The quality and rate of learning;
(2) The use of symbols for the interpretation of information and the solution of problems; and
(3) Performance on an individually administered test of intelligence that falls within a range of two to three standard deviations below the mean.

16. # 3 Cognitively Impaired continued…
ii. "Moderate cognitive impairment" corresponds to "trainable" and means a level of cognitive development and adaptive behavior that is moderately below age expectations with respect to the following: (1) The ability to use symbols in the solution of problems of low complexity; (2) The ability to function socially without direct and close supervision in home, school and community settings; and (3) Performance on an individually administered test of intelligence that falls three standard deviations or more below the mean. iii. "Severe cognitive impairment" corresponds to "eligible for day training" and means a level of functioning severely below age expectations whereby in a consistent basis the student is incapable of giving evidence of understanding and responding in a positive manner to simple directions expressed in the child's primary mode of communication and cannot in some manner express basic wants and needs.
Children need models rather than critics

17. # 4 Communication Impaired
"Communication impaired" corresponds to "communication handicapped" and means a language disorder in the areas of morphology, syntax, semantics and/or pragmatics/discourse which adversely affects a student's educational performance and is not due primarily to an auditory impairment. The problem shall be demonstrated through functional assessment of language in other than a testing situation and performance below 1.5 standard deviations, or the 10th percentile on at least two standardized language tests, where such tests are appropriate one of which shall be a comprehensive test of both receptive and expressive language. When the area of suspected disability is language, assessment by a certified speech-language specialist and assessment to establish the educational impact are required. The speech-language specialist shall be considered a child study team member. i. When it is determined that the student meets the eligibility criteria according to the definition in (c)4 above, but requires instruction by a speech-language specialist only, the student shall be classified as eligible for speech-language services. ii. When the area of suspected disability is a disorder of articulation, voice or fluency, the student shall be evaluated according to N.J.A.C. 6A:14-3.4(g) and, if eligible, classified as eligible for speech-language services according to N.J.A.C. 6A:14 3.6(a)

18. # 5 Emotionally Disturbed (ED)
"Emotionally disturbed" means 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 student's educational performance due to: i. An inability to learn that cannot be explained by intellectual, sensory or health factors; ii. An inability to build or maintain satisfactory interpersonal relationships with peers and teachers; iii. Inappropriate types of behaviors or feelings under normal circumstances; iv. A general pervasive mood of unhappiness or depression; or v. A tendency to develop physical symptoms or fears associated with personal or school problems.

19. # 6 Multiply Disabled
"Multiply disabled" corresponds to "multiply handicapped" and “multiple disabilities,” and means the presence of two or more disabling conditions, the combination of which causes such severe educational needs that they cannot be accommodated in a program designed solely to address one of the impairments. Multiple disabilities includes ;
cognitively impaired-blindness,
cognitively impaired-orthopedic impairment, etc.
The existence of two disabling conditions alone shall not serve as a basis for a classification of multiply disabled.
Eligibility for speech-language services as defined in this section shall not be one of the disabling conditions for classification based on the definition of "multiply disabled.“
Multiply disabled does not include deaf-blindness.

20. # 7 Deaf/Blindness
"Deaf/blindness" means concomitant hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational problems that they cannot be accommodated in special education programs solely for students with deafness or students with blindness.

21. # 8 Orthopedically Impaired
"Orthopedically impaired" corresponds to "orthopedically handicapped" and means a disability characterized by a severe orthopedic impairment that adversely affects a student's educational performance. The term includes malformation, malfunction or loss of bones, muscle or tissue. A medical assessment documenting the orthopedic condition is required.

22. # 9 Other Health Impaired (OHI)
"Other health impaired" is the “catch-all” classification, it corresponds to "chronically ill" and means a disability characterized by having limited strength, vitality or alertness, including a heightened alertness with respect to the educational environment, due to chronic or acute health problems, such as:
attention deficit disorder (ADD) or
attention deficit hyperactivity disorder (ADHD),
a heart condition,
tuberculosis,
rheumatic fever, nephritis,
asthma, sickle cell anemia,
hemophilia,
epilepsy,
lead poisoning,
leukemia,
diabetes
or any other medical condition, such as Tourette Syndrome, that adversely affects a student's educational performance. A medical assessment documenting the health problem is required.
(Dyslexia)
The “Catch-all” classification!

23. # 10 Preschool Child with a Disability
"Preschool child with a disability" corresponds to preschool handicapped and means a child between the ages of three and five experiencing developmental delay, as measured by appropriate diagnostic instruments and procedures, in one or more of the areas in (c)10i through v , and requires special education and related services. When utilizing a standardized assessment or criterion-referenced measure to determine eligibility, a developmental delay shall mean a 33 percent delay in one developmental area, or a 25 percent delay in two or more developmental areas. i. Physical, including gross motor, fine motor and sensory (vision and hearing); ii. Cognitive; iii. Communication; iv. Social and emotional; and v. Adaptive.

24. # 11 Social Maladjustment
"Social maladjustment" means a consistent inability to conform to the standards for behavior established by the school. Such behavior is seriously disruptive to the education of the student or other students and is not due to emotional disturbance as defined in (c)5 (ED) Emotionally Disturbed.

25. # 12 Specific Learning Disability (SLD)
"Specific learning disability" corresponds to "perceptually impaired" and means a disorder in one or more of the basic psychological processes involved in understanding or using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. i. A specific learning disability can be determined when a severe discrepancy is found between the student's current achievement and intellectual ability in one or more of the following areas: (1) Basic reading skills; (2) Reading comprehension; (3) Oral expression; (4) Listening comprehension;
Must have solid test score discrepencies

26. # 12 (SLD) continued
(5) Mathematical calculation; (6) Mathematical problem solving; (7) Written expression; and (8) Reading fluency. ii. A specific learning disability may also be determined by utilizing a response to scientifically based interventions methodology as described in N.J.A.C. 6A:14-3.4(h)6. iii. The term severe discrepancy does not apply to students who have learning problems that are primarily the result of visual, hearing, or motor disabilities, general cognitive deficits, emotional disturbance or environmental, cultural or economic disadvantage. iv. The district shall, if it utilizes the severe discrepancy methodology, adopt procedures that utilize a statistical formula and criteria for determining severe discrepancy. Evaluation shall include assessment of current academic achievement and intellectual ability.

27. # 13 Traumatic Brain Injury (TBI)
"Traumatic brain injury" corresponds to "neurologically impaired" and means an acquired injury to the brain caused by an external physical force or insult to the brain, resulting in total or partial functional disability or psychosocial impairment, or both. 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.
So as you can see, there is quite a bit of cross over

28. # 14 Visually Impaired
"Visually impaired“ corresponds to "visually handicapped" and means an impairment in vision that, even with correction, adversely affects a student's educational performance. The term includes both partial sight and blindness. An assessment by a specialist qualified to determine visual disability is required. Students with visual impairments shall be reported to the Commission for the Blind and Visually Impaired.

29. ABC’s of Special Education
FBA – Functional Behavioral Assessment
HSPA – High School Proficiency Assessment
IDEA –Individuals with Disabilities Education Act
IQ – intelligence quotient
LRE – Least Restrictive Environment
OAL – New Jersey Office of Administrative Law
OSEP – New Jersey Department of Education Office of Special Education Programs
OT – Occupational Therapy
PAC - Pupil Assistance Committee
PRISE – Parental Rights in Special Education
PT – Physical Therapy
SPAN – Statewide Parent Advocacy Network
SRA – Special Review Assessment
SRC – Student Resource Committee
SRP – Student Rights Project of the Education Law Center
TARP – Technology Assistive Resource Program
ADHD - Attention Deficit Hyperactivity Disorder
ALJ – Administrative Law Judge
ASI – Abbott Schools Initiative of the Education Law Center
CCCS – Core Curriculum Content Standards
CCCSSSD – Core Curriculum Content Standards for Students with Severe Disabilities
COSAC – Center for Outreach Services for the Autism Community
CST – Child Study Team
DDD – New Jersey Division of Developmental Disabilities
DVRS – New Jersey Division of Vocational Rehabilitation Services
DYFS – New Jersey Division of Youth and Family Services
ELC – Education Law Center
ESY – Extended School Year
FAPE – Free Appropriate Public Education

30. Dictionary of Common Special Education Terms and Acronyms
© 3/2008 Parent Information Center
____________________________________________ A ___________________________________________
AA: Area Agency – NH’s regional system providing services to individuals with developmental disabilities and their families
ABA: Applied Behavioral Analysis – One research-based method for supporting/teaching children with certain disabilities, most commonly with children with autism or autism spectrum disorders.
ABAS II: Adaptive Behavior System, 2nd edition (test)
Ability grouping: clusters students according to past performance so teachers can instruct them at the same level. See grouping, tracking
ABS: Adaptive Behavior Scale – tests that measures an individual’s personal (independence) and social skills
Academic achievement: a student’s level of academic performance when measured against the general curriculum.
Academic aptitude: The combination of native and/or acquired abilities needed for doing schoolwork; also called scholastic aptitude.

31. ADA: Americans with Disabilities Act
Adaptive Behavior: a sort of “practical intelligence.” It is usually measured by scales that identify how well a person manages with independence within his or her own environment. The term includes: communication, community participation, self-direction, health and safety, functional academics, leisure and work.
ADC: Awaiting Disposition of the Court.
ADD: Attention Deficit Disorder See ADHD (sometimes used to mean ADHD without hyperactivity)
Adequate Yearly Progress (AYP): AYP is a term used in the No Child Left Behind Act. It is the state's measure of progress toward the goal of 100 percent of students achieving to state academic standards in at least reading/language arts and math, and sets the minimum level of proficiency that the state, its school districts, and schools must achieve each year on annual tests and related academic indicators. 
ADHD: Attention Deficit Hyperactivity Disorder: a medical diagnosis; may also be referred to as ADD.
ADL: Activities of Daily Living
DAS: Differential Abilities Scale
Day: a calendar day, including weekends and school vacations, unless otherwise stated.
DCYF: Division for Children, Youth & Families
DD: Developmental Delay (in NH, applies to children from birth through age 9)
DD: Developmental Disability (applies to all ages)
DDC: Developmental Disabilities Council
Deaf-Blindness: simultaneous hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational problems that a child cannot be accommodated in special education programs solely for children with deafness or children with blindness.
Deafness: a hearing impairment that is so severe that a child is impaired in processing linguistic information through hearing, with or without amplification, which adversely affects educational performance
Decode: ability to understand to find meaning for facts, information, experiences which occur in the environment; in schools, means the ability to recognize words, say them aloud correctly, but not necessarily knowing the meaning.
ESEA: Elementary and Secondary Education Act of 1965 (reauthorization is called “No Child Left Behind”).
ESS: see Family-centered Early Supports and Services
ESY: see Extended School Year
ESYP: Extended School Year Programming - see Extended School Year
Etiology: the cause or origin of a condition.
EVT: Expressive Vocabulary Test
Executive Functioning: the ability to manage or regulate cognitive processes, including initiating, planning, organizing, and following through on a task. Children with executive functioning disorders may struggle with focusing on an activity, completing work on time or at all, organizing themselves and motivation. It can also impact the child’s ability to regulate his/her emotions.
Expressive language: Ability to communicate by using words, writing or gestures.
Extended School Day: A provision for a special education student to receive instruction for a period longer than the standard day.

32. Infants and toddlers: Children not yet 3 years of age.
In-home Interventions: Special education services delivered in a child’s own home. This is sometimes done to facilitate generalization for children with cognitive disabilities and to generalize self-control strategies for children with behavioral problems.
Initial Evaluation: determines whether a student is eligible to receive special education services or needs an IEP.
Input: any information coming in through the ears, eyes, touching, through body movement, through the nose, or through tasting. The amount, the rate of speed and the sequence of input may determine success or failure in school.
Instruction: refers to the methods teachers use. Common methods of instruction are lecture, discussion, exercise, experiment, role play, small group, and writing assignments. see methodology
Instructional level: learners’ need for teacher’s assistance. After instruction, the child can continue independently.
Intelligence: ability to learn from experience and apply it in the future to solve problems and make judgments.
Intelligence Quotient (IQ): a way of expressing the results, through a score, of an intelligence test.
Interest Inventory: Test in which a person records in an organized manner his/her likes and dislikes in a number of situations to assist in planning for secondary transition. Does not indicate ability – only preference.
Interim alternative educational setting: the setting, as determined by the IEP Team in accordance with the process described in IDEA, in which a child with a disability receives services when removed from placement for disciplinary reasons.
Interpreter services: interpreting services provided by an interpreter for the deaf and hard of hearing who is licensed, that are necessary for a parent, surrogate parent, guardian, or adult student to participate in the special education process.
Interpreting services: a related service that includes --
(i) The following, when used with respect to children who are deaf or hard of hearing: Oral transliteration services, cued language transliteration services, sign language transliteration and interpreting services, and transcription services, such as communication access real-time translation (CART), C-Print, and TypeWell; and
(ii) Special interpreting services for children who are deaf-blind.
IOD: Institute on Disabilities
IQ: See intelligence quotient
ISP: Individualized Services Plan - document describing services that an LEA has agreed to provide to a parentally-placed private school child with disabilities (also called a “services plan”)
ITP: Individualized Transition Plan. see Transition Plan.
IWRP: Individualized Written Rehabilitation Plan
____________________________________________ J ___________________________________________
Joint Agreement: also called “cooperative”. A voluntary association between school districts and other agencies whose purpose is to provide special education services.
JPPO: Juvenile Probation and Parole Officer
JSO: Juvenile Service Officer

33. OT: see Occupational Therapy
executive branch within the Department of Education
OT: see Occupational Therapy
Other Health Impaired: 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--
(i) 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; and
(ii) Adversely affects a child’s educational performance.
____________________________________________ P ___________________________________________
P & A: Protection and Advocacy system (DRC in NH) that provides legal representation for children/adults with disabilities (primarily developmental disabilities and emotional disturbance/mental illness).
Paraprofessional: individual who provides direct support to a child, teacher, or other school professional and who works only under the direct supervision of qualified personnel. Not required to meet the highly qualified teacher standards in NCLB.
Parent: Biological or adoptive parent, educational surrogate parent, or guardian, but not the state if the state has guardianship over the child. When a student becomes an “adult student” all of the rights of the parent transfer to that student.
Parent counseling and training: a related service assisting parents in understanding the special needs of their child including by: providing parents with information about child development; and helping parents to acquire the necessary skills that will allow them to support the implementation of their child’s IEP or IFSP.
Part B of IDEA: The part of the Individuals with Disabilities Education Improvement Act of 2004 that applies to school age children with disabilities (ages )
Part C of IDEA: The part of the Individuals with Disabilities Education Improvement Act of 2004 that applies to infants and toddlers with disabilities (birth to age 3).
PASS: Plan for Achieving Self-Sufficiency
PBIS: see Positive Behavioral Interventions and Supports
Personally identifiable: information that includes: the name of the child, the child’s parent, or other family member; the address of the child; a personal identifier, such as the child’s social security number or student number; or a list of personal characteristics or other information that would make it possible to identify the child with reasonable certainty.
PDD: Pervasive Developmental disorder
PDD/NOS: Pervasive Developmental Disorder, Not Otherwise Specified
Pedagogy: is an approach to, or view of teaching, that influences how teachers teach. See instruction
PE: Physical education
Peer tutor: students who have mastered certain skills or information and then help others at the same grade level learn those same skills.
Percentile: a score that reflects a comparison of one child’s performance with others, taking the same test
Percentile Rank: refers to a point in a distribution of scores
Perception: mental ability to grasp or understand objects by means of the senses Percentile: A score which reflects a comparison of one child’s performance with others taking the same test.
Percentile rank: Refers to a point in a distribution of scores. Example: if a child scores in the 80th percentile, it means that 80 percent of all children taking that test scored below that level.
Perception: Mental ability to grasp or understand objects or qualities by means of the senses (hearing, seeing, smelling, touching, tasting). Some different types of perception:

34. Reminder for Parents
Always keep a copy of any letters, reports, evaluations, or other material given to or
received from school officials.
Get a notebook and make notes of any conversations with school officials, including the date the conversation took place, the person’s name and position, and what was said.
If a school official promises to do something for a parent or a child, make a note of
the person’s name, the date, what is to be done, and the date by which it is supposed
to be done.
Consider taking a friend, family member or advocate to meetings at the child’s school.
When attending school meetings, ask each person at the meeting to give their name
and position, and keep a record of the information or tape record the meeting.
If told by school officials “we don’t do that” or “we can’t do that,” ask the school official for a copy of the written policy, law, or regulation on which they are relying.
Learn as much as possible about the child’s disability and the rights of parents and
children under the special education laws.

36. Special Needs NJ Advocacy, Tutoring, ABA Therapy
WEBSITES YOU NEED TO KNOW
Special Needs NJ Advocacy, Tutoring, ABA Therapy
Advocates for Children of NJ
Chapter 14 Special Education NJ Administrative Code
Wrightslaw (laws and advocacy website)
Neuropsychogy

37. USEFUL LINKS RELATED TO LEARNING DISABILITIES
LD Online  Web site on learning disabilities for parents, teachers, and other professionals. Great general information site.
ABC’s of LD/ADD  Very informative LD Online site that gives definitions/descriptions of the different types of learning disabilities, there is a general and an in-depth area for learning disabilities.
Schwab Learning A Parent’s Guide to Helping Kids with Learning Differences
Learning Disabilities Association of America (LDA) National non-profit membership organization, with state and local chapters, that conducts an annual conference and offers information and various publications.
Children and Adults with Attention Deficit Disorder (CH.A.D.D.) Through family support and advocacy, public and professional education and encouragement of scientific research, CH.A.D.D. works to ensure that those with ADD reach their inherent potential. Local chapters hold regular meetings providing support and information.

38. National Center for Learning Disabilities (NCLD) http://www. ncld
National Center for Learning Disabilities (NCLD) NCLD seeks to raise public awareness and understanding, furnish national information and referrals, and arrange educational programs and legislative advocacy. NCLD provides educational tools to heighten understanding of learning disabilities, including the annual publications called 'Their World,' quarterly newsletters, informative articles, specific state-by-state resource listings and informative videos regarding learning disabilities.
Parents Engaged In Education Reform (P.E.E.R.) Promoting educational opportunities for all students, a special project of the Federation for Children with Special Needs. This site contains valuable information pertaining to the legislation that impacts learning disabilities.
NOTE: A listing on this page should not be considered an endorsement by Special Needs NJ, LLP Information contained on these pages is intended to increase understanding of learning disabilities; it does not recommend or endorse specific products, programs or courses of action.  

39. Thanks You for coming For individualized help contact:
Special Needs (973)
Lisa G. Hahn, Ph.D (973)
Go to for power point of this presentation.