1. The Basics of Special Education

2. Steps: The Basics of Special Education Process under IDEA Step 1. Step 1. Child is identified as possibly needing special education and related services

3. Steps: The Basics of Special Education Process under IDEA Step 1. Step 1. Child is identified as possibly needing special education and related services Step 2. Step 2. Child is evaluated

4. Steps: The Basics of Special Education Process under IDEA Step 3. Step 3. Eligibility is decided Parents are part of the group that decides eligibility

5. Steps: The Basics of Special Education Process under IDEA Step 3. Step 3. Eligibility is decided Step 4. Step 4. Child is found eligible for services Yes

6. Steps: The Basics of Special Education Process under IDEA Step 5. Step 5. IEP meeting is scheduled

7. Steps: The Basics of Special Education Process under IDEA Step 6. Step 6. IEP meeting is held, and the IEP is written

8. Steps: The Basics of Special Education Process under IDEA Step 7. Step 7. Services are provided

9. Steps: The Basics of Special Education Process under IDEA Step 8. Step 8. Progress is measured and reported to parents

10. Steps: The Basics of Special Education Process under IDEA Step 9. Step 9. IEP is reviewed Step 10. Step 10. Child is reevaluated

11. Acronyms Defined Guess what 5 acronyms are so important, they made this list

12. Acronyms Defined “Yes, please bring me the alphabet soup.”

13. Acronyms Defined I ndividuals with D isabilities E ducation A ct Our nation’s special education law IDEA

14. Acronyms Defined F ree A ppropriate P ublic E ducation What States must make available to all eligible children with disabilities FAPE

15. Acronyms Defined F ree

16. Acronyms Defined A ppropriate

17. Acronyms Defined P ublic

18. Acronyms Defined

20. I ndividualized E ducation P rogram Every public school child with disabilities receiving IDEA-funded special education must have one IEP

21. Basics about the IEP  I ndividualized  Written plan for a child’s education  Written by parents and school staff together  Lists the special education the child will receive, and more  Is both a document and a process

22. Acronyms Defined L east R estrictive E nvironment LRE Children with disabilities are to be educated with children who do not have disabilities, to the maximum extent appropriate

23. Acronyms Defined T echnical A ssistance & D issemination Network Need help? This is where you can go to find it! TA & D

24. Acronyms Defined

26. Definitions “All right, now I’ll have 5 real words in phrases, please.”

27. C hild with a Disability Definition (a) General. (1) Child with a disability means a child evaluated in accordance with §§300.304 through 300.311 as having mental retardation, a hearing impairment (including deafness), a speech or language impairment, a visual impairment (including blindness), a serious emotional disturbance (referred to in this part as ‘‘emotional disturbance’’), an orthopedic impairment, autism, traumatic brain injury, an other health impairment, a specific learning disability, deaf-blindness, or multiple disabilities, and who, by reason thereof, needs special education and related services. (2)(i) Subject to paragraph (a)(2)(ii) of this section, if it is determined, through an appropriate evaluation under §§300.304 through 300.311, that a child has one of the disabilities identified in paragraph (a)(1) of this section, but only needs a related service and not special education, the child is not a child with a disability under this part. (ii) If, consistent with §300.39(a)(2), the related service required by the child is considered special education rather than a related service under State standards, the child would be determined to be a child with a disability under paragraph (a)(1) of this section.

28. (1)Child with a disability means a child evaluated in accordance with §§300.304 through 300.311 as having… …and who, by reason thereof, needs special education and related services. autism deaf-blindness deafness emotional disturbance hearing impairment mental retardation multiple disabilities orthopedic impairment other health impairment specific learning disability speech or language impairment traumatic brain injury or visual impairment (including blindness)

29. S pecial Education Definition …specially designed instruction, at no cost to parents, to meet the unique needs of a child with a disability…” This includes: “(A) instruction conducted in the classroom, in the home, in hospitals and institutions, and in other settings; and “(B) instruction in physical education”

30. R elated Services Definition § 300.34 Related services. (a) General. Related services means transportation and such developmental, corrective, and other supportive services as are required to assist a child with a disability to benefit from special education, and includes speech-language pathology and audiology services, interpreting services, psychological services, physical and occupational therapy, recreation, including therapeutic recreation, early identification and assessment of disabilities in children, counseling services, including rehabilitation counseling, orientation and mobility services, and medical services for diagnostic or evaluation purposes. Related services also include school health services and school nurse services, social work services in schools, and parent counseling and training. (b) Exception; services that apply to children with surgically implanted devices, including cochlear implants. (1) Related services do not include a medical device that is surgically implanted, the optimization of that device’s functioning (e.g., mapping), maintenance of that device, or the replacement of that device…

31. R elated Services Definition Related services means transportation and such developmental, corrective, and other supportive services… …as are required to assist a child with a disability to benefit from special education…

32. R elated Services Definition …and includes— speech-language pathology and audiology services interpreting services psychological services physical and occupational therapy recreation, including therapeutic recreation early identification and assessment of disabilities in children counseling services, including rehabilitation counseling orientation and mobility services medical services for diagnostic or evaluation purposes school health services and school nurse services social work services in schools parent counseling and training

33. S upplementary Aids and S ervices Definition Supplementary aids and services means aids, services, and other supports that are provided in regular education classes, other education-related settings, and in extracurricular and nonacademic settings, to enable children with disabilities to be educated with nondisabled children to the maximum extent appropriate in accordance with §§300.114 through 300.116…

34. T ransition S ervices Definition (a) Transition services means a coordinated set of activities for a child with a disability that— (1) Is designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities, including postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation; (2) Is based on the individual child’s needs, taking into account the child’s strengths, preferences, and interests; and includes— (i) Instruction; (ii) Related services; (iii) Community experiences; (iv) The development of employment and other post-school adult living objectives; and (v) If appropriate, acquisition of daily living skills and provision of a functional vocational evaluation. (b) Transition services for children with disabilities may be special education, if provided as specially designed instruction, or a related service, if required to assist a child with a disability to benefit from special education.

35. Transition services are intended to help youth with disabilities make the transition from the world of secondary school to the world of adulthood

36. T ransition S ervices Definition Transition services means a coordinated set of activities for a child with a disability that— (1) Is designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities, including— postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation

37. T ransition S ervices Definition (a) Transition services means a coordinated set of activities for a child with a disability that— (1) Is designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities, including postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation; (2) Is based on the individual child’s needs, taking into account the child’s strengths, preferences, and interests; and includes— (i)Instruction; (ii)Related services; (iii)Community experiences; (iv) The development of employment and other post-school adult living objectives; and (v)If appropriate, acquisition of daily living skills and provision of a functional vocational evaluation.

38. T ransition S ervices Definition (a) Transition services means a coordinated set of activities for a child with a disability that— (1) Is designed to be within a results-oriented process… (2) Is based on the individual child’s needs… …and includes— (i)Instruction; (ii)Related services; (iii)Community experiences; (iv) The development of employment and other post-school adult living objectives; and (v)If appropriate, acquisition of daily living skills and provision of a functional vocational evaluation.

39. Tired yet?

40. You’ve just consumed practically the entire platter of special education and IDEA’s most essential concepts and principles.

41. Whew!!