Presentation on theme: "Dr. Wilder. 94-142 gave students with disabilities the right to be educated in public schools – zero reject Continuum of services must be available."— Presentation transcript:
94-142 gave students with disabilities the right to be educated in public schools – zero reject Continuum of services must be available for ESE students (OT, PT, counseling, SLT, bus, ESE) Least restrictive environment (educated with non-disabled peers to the maximum extent appropriate) Inclusion with accommodations (RTI) IEP required (IFSP and transition IEP)
Relative Isolation before 1973 Section 504 of Rehabilitation Act Integration 1975 Education for All Handicapped Children Act 94-142 Inclusion 1990 Americans with Disabilities Act (ADA) Empowerment and Self-Determination 1997 Reauthorization of IDEA Alignment with NCLB 2004 Reautorization of IDEIA
Autism Communication Disorder (Speech /Language Impairment) Deaf-blindness Deafness Developmental Delay (used for Early Intervention) Emotional Disturbance Hearing Impairment/Deafness Mental Retardation Multiple Disabilities Orthopedic Impairment Other health Impairment Specific Learning Disabilities Traumatic Brain Injury Visual Impairment
1. Zero Reject 2. Nondiscriminatory Assessment 3. Free appropriate Public Education/IEP 4. Least Restrictive Environment 5. Procedural Safeguards/Due Process 6. Parent Participation
Pre-referral ◦ Regular education process ◦ Includes development and use of strategies, adaptions and accommodations that are implemented and measured for an individual student’s progress in the general curriculum ◦ A variety of strategies are tried Regular education team or parent requests referral to special education
Evaluation is completed and reviewed with the IEP team Team determines whether student is eligible for special education. Eligibility signed by IEP team members including parent If yes, parent is notified of an IEP meeting to develop goals and objectives based on student’s needs. Team meets and completes the IEP with parent input.
IEP team meets to review current information and determine if initial evaluation for services under special education is needed. Parent notification of team decision If yes, IEP team meets to determine assessment components Parent notification of team decision Parent consent for initial evaluation
Educational placement is determined by IEP team Parents sign consent for initial placement into Special Education Special education staff implement IEP.
Parents Regular Educators Special Educators Student School administration-Local Education Agency (LEA) Related service providers