The same goes for extracurricular activities. For instance, if a student is learning how to use an augmentative commnication device to communicate at school, practice using that device in a conversational setting at home or at Boy Scouts may be useful. Laptops are usually as useful for homework as they are for schoolwork. In such cases, it is always best to document the district's obligation to fully insure the device in the IEP, even though its duty to maintain the device exists separate and apart from the IEP document, to prevent conflict if the device is damaged away from school property. The IDEA has very specific procedural safeguards.
Some states also have an intermediate level of appeal.
If the parent feels that a special education law or regulation has been violated, for example if provisions of the IEP are not being implemented properly, recourse may be sought through the special education complaint process. There is a right to an impartial hearing but its protections are not as specific as IDEA's. Generally speaking, it is best for parents to use the IDEA whenever possible because it is so much more specific about their rights. Sources of authority for IDEA include the federal statute and regulations, letters from the Office of Special Education Programs and the Office of Civil Rights, hearing officer decisions and appeals, federal case law, the state plan and often a state statute and regulations or rules implementing the state plan. 34 CFR 300.