By hiring LiNKS Sign Language & Interpreting Services, you will help create job opportunities for individuals with barriers to employment. That’s because LiNKS is a division of Goodwill, Serving the People of Southern Los Angeles County (SOLAC). For every dollar generated in revenue by LiNKS, 84 cents goes toward funding Goodwill’s mission of providing job training and placement opportunities for those in most need in Southern Los Angeles County.
Certified Nurse Assistant Training Program
Culinary Arts Career Services
Direct Job Placement Services
Loss Prevention Agent Training Program
Retail Management Program
Southeast L.A. County Employment Services
Supported Employment (for Individuals with Disabilities)
*In 2016, more than 7,500 individuals accessed Goodwill SOLAC’s job programs.
ADA COMPLIANCE – LiNKS provides language and interpreting services to a diverse range of businesses and public agencies to ensure that all individuals have equal access.
LiNKS SERVED IN 2016 – More than 5,000 individuals were assisted with language and ASL interpreting services through LiNKS in 2016.
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Individualized Education Program (IEP) Each public school child who receives special education and related services must have an Individualized Education Program(IEP). Each IEP must be designed for one student and must be a truly individualized document. The IEP creates an opportunity for teachers, parents, school administrators, related services personnel, and students (when appropriate) to work together to improve educational results for children with disabilities. The IEP is the cornerstone of a quality education for each child with a disability. To create an effective IEP, parents, teachers, other school staff and often the student must come together to look closely at the student’s unique needs.
These individuals pool knowledge, experience and commitment to design an educational program that will help the student be involved in, and progress in, the general curriculum. The IEP guides the delivery of special education supports and services for the student with a disability. General Steps in the Special Education Process Child is identified as possibly needing special education and related services. Child is evaluated. Eligibility is decided. Child is found eligible for services. IEP meeting is scheduled. IEP meeting is held and the IEP is written. Services are provided. Progress is measured and reported to parents. IEP is reviewed. Child is reevaluated. Contents of the IEP By law, the IEP must include certain information about the child and the educational program designed to meet his or her unique needs.
This information covers topics such as current performance, annual goals, special education and related services, accommodations, participation in state and district-wide tests, needed transition services, and measured progress. The IEP Team Members The team that writes a child’s Individualized Education Program includes the parent(s), regular education teacher(s), and special education teacher, other individuals from the school and district, and the student when appropriate. A meeting to write the IEP must be held within 30 calendar days of deciding that the child is eligible for special education and related services. Each team member brings important information to the IEP meeting. Members share their information and work together to write the child’s Individualized Education Program. Each person’s information adds to the team’s understanding of the child and what services the child needs.