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Special Education Legal Resources for Policies and Procedures

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Here’s a set of test prompts you can use with your AI agent. They are written to
simulate realistic situations that special educators and administrators often face when navigating special education law, policy, and daily practice. 

These are just suggestions to show you how you can use the tool:

Evaluation and Eligibility
1. A parent requests an evaluation for their child, but the teacher doesn’t see
academic struggles. How should the school respond?
2. How much time does the district have to complete an initial special education
evaluation once parental consent is obtained?
3. What are the required components of a comprehensive evaluation for a student suspected of having a specific learning disability?
4. A parent wants an Independent Educational Evaluation (IEE) at public expense. What are the district’s obligations?

IEP Development and Implementation
5. What must be included in the Present Levels of Academic Achievement and
Functional Performance (PLAAFP) section of the IEP?
6. How should a case manager handle a situation where a general education
teacher disagrees with a proposed IEP goal?
7. A parent insists on adding a service to the IEP that the team doesn’t believe is
necessary. What should the team do?
8. What are the rules around providing accommodations during state standardized testing?
9. How often must progress toward IEP goals be reported to parents, and in what
format?

Placement and Least Restrictive Environment (LRE)

10. What factors must be considered before recommending a more restrictive
placement for a student?
11. Can a school refuse to provide services in a private school setting if the parents
place the child there?
12. What documentation is required to show that a student was offered FAPE in the least restrictive environment?

Parent and Family Communication
13. A parent requests daily progress reports. Is the school required to comply?
14. How should staff respond if parents want to record an IEP meeting?
15. What’s the best way to explain Prior Written Notice (PWN) to a parent?
16. A parent is upset during an IEP meeting and accuses the school of not meeting their child’s needs. How should the team de-escalate?

Discipline and Behavior
17. A student with an IEP receives a 10-day suspension. What steps must the school take?
18. How should a Manifestation Determination Review (MDR) be conducted, and
who must attend?
19. A student with emotional regulation challenges frequently disrupts class. How
should the IEP address this?

Procedural Safeguards and Compliance
20. What is the statute of limitations for parents to file a due process complaint under IDEA?
21. How should the school respond if parents refuse consent for special education
services after eligibility is determined?
22. What documentation is necessary to prove that parents were provided their
procedural safeguards?
23. Can an IEP meeting proceed if a required team member is absent?

Collaboration and Practical Scenarios
24. How should special education staff collaborate with general education teachers to ensure accommodations are consistently implemented?
25. What steps should a school take when a student transitions from middle school to high school to ensure continuity of services?

Scenario-based prompts
1. Evaluation Request Conflict
You are a building administrator. A parent comes to you demanding a special
education evaluation for their child because they think the teacher isn’t challenging enough. The teacher insists the student is on grade level and doesn’t need testing. The parent wants immediate action. What do you say and do next?

2. Heated IEP Meeting
You are the case manager at an IEP meeting. The parent becomes frustrated and
says, ‘You’re not listening to me—my child needs a full-time aide, and you’re just trying to save money.’ The general education teacher looks uncomfortable, and the meeting stalls. How do you move forward to de-escalate the conflict while keeping the meeting productive?

3. Discipline &amp; Manifestation Determination
You are a special education director. A high school student with an IEP has just
received a suspension for fighting, bringing their total days of suspension to 11 this school year. Parents are demanding the suspension be dropped. The principal is pushing for expulsion. What steps must you take, and how do you guide the team?

4. Placement Disagreement
You are leading a placement discussion for a 3rd grader with autism. The parent insists the child should be placed in a general education classroom with minimal support, but the team believes the student needs a smaller, more structured setting. The meeting has reached a standstill. How do you facilitate the  conversation and ensure compliance with LRE requirements?

5. Transition Planning
You are the high school case manager preparing for a student’s transition to postsecondary life. The student’s parents want them to attend college, but the student has expressed interest in a vocational training program. The parents and student are in open disagreement at the meeting. How do you structure the transition planning process to balance student voice, family concerns, and IDEA requirements?

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