Labeling Allows students with disabilities to receive services Labels may be stigmatizing or result in discrimination View children by their abilities not disabilities Use person-first language
IDEA Categories Specific learning disability Emotional disturbance Intellectual disability Multiple disabilities Deaf-blindness Autism Other health impairments Orthopedic impairments Traumatic brain injury Speech or language impairment Hearing impairment Visual impairment
IDEA 6 Principles Zero reject Nondisciminatory evaluation Appropriate education Least restrictive environment Procedural due process Parent and student participation
Zero Reject Ensures all children and youth (3-12), no matter how severe their disabilities, will have an appropriate education provided at public expense
Nondiscriminatory Evaluation Two purposes Does the student have a disability? What kind of special education and related services does the student require? Assessment requirement Screening Prereferral Response to Intervention Referral Nondiscriminatory evaluation
Appropriate Education Individualized education for each student with a disability Developed collaboratively by the same people involved in the evaluation Outcome oriented (include goals/objectives) Provide the foundation for the student’s appropriate education The legal document outlining these services is an IEP
Appropriate Education IEPS Document for students 3-21 Need to be in effect at the beginning of the school year Reviewed and revised at least once a year IFSP’s Documents for children ages 0-2 Describes the services both the child and the family receive Should be developed within 45 days of referral and reviewed at 6-month intervals and every year thereafter
IEP teams: roles and responsibilities IEP Team Participants Parents General education Special education School system representative Evaluation interpreter Others Students Conference Activities Prepare in advance Review formal evaluations Share resources, priorities and concerns Share visions and expectations Consider goals, placements and services Translate priorities to goals Determine placement and services Develop assessment plan
Least Restrictive Environment Education with students who do not have disabilities For early childhood, IDEA favors the “natural environment” The rule: A presumption of inclusion Access to the general education curriculum The continuum of services Extracurricular and nonacademic inclusion
Procedural Due Process Makes schools and parents accountable to each other Resolution session Mediation Not required by IDEA but strongly recommended Due process hearing Similar to a regular courtroom trail Conducted before an impartial hearing officer Parents and schools are entitled to have lawyers present
Parent and Student Participation Parents are members of teams Parents receive notification before schools do anything about their child’s education Parents have the right to use the three dispute-resolution techniques Parents have access to school records concerning students At age of majority IDEA rights transfer to the student
Federal Funding of IDEA Congress grants federal money to state and local educational agencies The federal money is insufficient to provide all services State and local school districts must provide their own funding Special education services are expensive
6 principles of NCLB Accountability for results School safety Parental choice Teacher quality Scientifically based methods of teaching Local flexibility Aligned with IDEA because it seeks to improve outcomes for students with disabilities
Other federal laws Rehabilitation Act Allows people to seek vocational rehabilitation services so that they may work Provides services such as supported employment programs for job coaches TECH Act Allows states to create statewide systems for delivering assistive technology devices and support to people with disabilities