SPECIAL EDUCATION OVERVIEW

What is Special Education? Individuals with Disabilities Education Improvement Act A federal law designed to protect the rights of students with disabilities. Ensures students with disabilities are provided a Free Appropriate Public Education (FAPE) Ensures students with disabilities are provided an education based on their unique individual needs. Designed to ensure all children are allowed access to the public schools with no regards to disability.

What is Free Appropriate Public Education (FAPE) Students ages 3-21 have a right to attend public school without cost to parent Students are provided an individualized education plan FAPE is mandated for students in preschool, elementary, secondary and to those suspended Students are provided an appropriate education in the public school in the Least Restrictive Environment

What is meant by LEAST RESTRICTIVE ENVIRONMENT? (LRE)

Students with disabilities are removed from regular classes only when the nature and severity of the disability is such that education in the regular class with the use of supplemental aids and services cannot be achieved satisfactorily.

Before a student is removed from regular education classes, the IEP team must document justification as to why removal is appropriate and why regular education classes with accommodations, modifications and supplemental services cannot meet the student’s needs.

The LRE is a continuum of service placements which must be considered when addressing the individual student’s needs. Placement consideration must always begin with the least restrictive placement and move toward more restrictive.

The LRE Continuum REGULAR CLASS FULL TIME – (Least Restrictive) 21% of the education and related services outside of the regular classroom. SPECIAL CLASS PART TIME services outside of the regular education room 21%-60% of their day SPECIAL CLASS FULL TIME (HOME SCHOOL) services outside the regular class the majority of the day in their home attendance school. SPECIAL CLASS FULL TIME (TRANSFER) services outside of the regular education for more than 60% of their day and have been transferred to a school other than their home school. Other placements outside typical school environment which constitutes most restrictive environments.

How Is a Student Identified as Having a Disability? A student is suspected of having a disability. The pre-referral process is completed The parent gives informed consent to evaluate their child for a suspected disability Testing is completed for suspected disabilities Eligibility is determined by a team If appropriate, an Individualized Education Plan is developed and implemented.

Disabilities

AUTISM Developmental disability significantly affecting verbal and non-verbal communication and social interaction. Generally evident before age 3 Adversely affects a child’s educational performance.

DEAF-BLINDNESS Both hearing and vision impairments The combination of which causes severe communication and educational problems that cannot be accommodated in special education programs solely for children with deafness or blindness.

BEHAVIOR DISORDER One or more of the following: An inability to learn which cannot be explained by intellectual, sensory, or health factors; An inability to build or maintain satisfactory interpersonal relationships with peers and teachers; Inappropriate types of behavior or feelings under normal circumstances; A general pervasive mood of unhappiness or depression; or A tendency to develop physical symptoms or fears associated with personal or school problems. Includes Schizophrenia. Does not include socially maladjusted.

DEVELOPMENTAL DISABILITY Delay in one or more of the following: Cognitive development Physical development Communication development Social or emotional development Diagnosed physical or medical condition with high probability of delay in function Eligible through the school year in which the child turns 5 or 9

MENTAL HANDICAP Significantly sub-average general intellectual functioning existing concurrently with deficits in adaptive behavior

MULTIPLE IMPAIRMENTS Students who are identified as having multiple disabilities usually exhibit significant cognitive impairments and also require other special services due to accompanying motor impairments, communication, visual and hearing impairments and/or medical conditions.

ORTHOPEDIC IMPAIRMENTS Most diverse population Many people recognize as physically handicapped.

OTHER HEALTH IMPAIRMENTS Wide range of acute health problems that adversely affect educational performance. Included in this are children who are chronically ill, or medically fragile. Examples are heart problems, cancer, asthma, diabetes, epilepsy or Tourette’s Syndrome. Sometimes used for children with ADHD.

SPECIFIC LEARNING DISABILITY A Disorder that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations

SPEECH OR LANGUAGE IMPAIRMENT A communication disorder such as stuttering, impaired articulation, a language impairment, or a voice impairment, that adversely affects a child’s educational performance.

TRAUMATIC BRAIN INJURY It is an acquired brain injury caused by an external physical force, that occurs after birth. Three of the main causes are car accidents gunshot wounds falls

VISUAL IMPAIRMENT Visual impairment including blindness means an impairment in vision that, even with correction, adversely affects a child’s educational performance. The term includes both partial sight and blindness.

Eligibility & Then What?

Individualized Education Plan (IEP) An Individualized Education Plan (IEP) is developed by a team Plan is based on the student’s needs Plan is a legally binding agreement School is obligated to implement the IEP as written

IEP MEETINGS Must be held periodically for the purpose of developing, reviewing and revising the IEP at least once a year An IEP can be rewritten prior to annually if any team member suspects a concern Should be granted by the School when parents believe the child is not progressing or that there is a problem with the child’s current IEP

IEP MUST BE IN EFFECT: At the beginning of each school year for each child currently eligible under IDEA Before special education and/or related services are provided

Discipline

Suspension A student cannot be suspended more than 10 days cumulatively without: Services in accordance with IEP Services in the regular curriculum Student progressing toward their goals & objectives

Confidentiality

Confidentiality Basics Confidential records must be kept in a secured location Every file must have record of who accessed the folder, what date and why Students’ cumulative folder must not identify the student as a special education student

Who Has Access to the IEP? Each regular education teacher Special education teacher Related service provider Any other service provider who is responsible for implementation Unauthorized individuals must have written parental permission

Family Education Rights and Privacy Act (FERPA) Parents and students are guaranteed the right to: Inspect and review records Amend records (inaccurate/inappropriate) Give consent to disclosure of info Obtain copies of records

Final Thoughts

Final Thoughts The school district is held responsible for the identification of students with disabilities. The district is held responsible for keeping student’s IEPs current. The district is held responsible for the implementation of the IEP as it is written, or revising the IEP to meet the student’s changing needs. The district is held responsible for all students receiving a free appropriate public school education in the least restrictive environment.

Other topics… Scheduling classes Summary of Performance Graduation