Collaborative processes and early dispute resolution in special education are proactive approaches designed to meaningfully engage families in the decision-making process, and address and resolve conflicts as they arise. Districts with effective collaborative processes and early dispute resolution practices continually endeavor to foster mutual understanding, trust, and partnerships in developing and implementing individualized education programs (IEPs) that address students’ needs appropriately.
Implementing these approaches promotes positive relationships and reduces adversarial interactions. Investing in improving relationships with families and increasing district early dispute resolution capacity will have a positive impact on students with disabilities.
This self-assessment can be useful in determining the district’s current capacity in collaborative processes and early dispute resolution, by uncovering strengths and opportunities for improvements. The self-assessment can lead to actions that can increase collaboration, enhance compliance and efficiency, boost participant satisfaction, and foster a district culture conducive to the success of all students.
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