special education 101 - memberclicks · 2015-11-23 · special education 101 special education: a...
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Special Education 101 Special Education: A SERVICE, NOT A PLACE
John Payne, Director Office of Special Educa9on Services South Carolina Department of Educa9on
What is Special Education?
§300.39 Special educa9on. “Special educa9on is specially designed instruc9on, at no cost to the parents,
to meet the unique needs of a child with a disability.”
What is Special Education? • This means educa/on that is individually developed to address a specific child’s needs that result from his or her disability.
• Since each child is unique, it is difficult to give an overall example of special educa/on. It is individualized for each child.
Important Acronyms
Individuals with Disabili/es Educa/on Act Our na/on’s special educa/on law
IDEA 2004 Ensures that all children with disabili/es have available to them a free appropriate public educa/on that emphasizes special educa/on and related services designed to meet their unique needs and prepare them for further educa/on, employment and independent living.
Important IEP Acronyms
Free Appropriate Public Educa/on What States must make available
to all eligible children with disabili/es
Important IEP Acronyms
Individual Educa/on Program Every public school child with disabili/es receiving IDEA-‐funded special educa/on
must have one
5 Basics about the IEP § Individualized
§ WriKen plan for a child’s educa/on
§ WriKen by parents and school staff together
§ Lists the special educa/on the child will receive, and more
§ Is both a document and a process that is updated at least annually
Required Members of the IEP team
• Parents • Student (ages 13 + must be invited to IEP mee/ngs) • Special Educa/on Teacher(s) • General Educa/on teacher(s) • LEA representa/ve who meets necessary requirements • Individual who can interpret the instruc/onal implica/ons of evalua/on results
• Others individuals who have knowledge or special exper/se regarding the child, including related service personnel
What exactly is a LEA Rep??
An employee of the school/district that is-‐ 1. Qualified to provide or supervise the
provision of special educa/on 2. Knowledgeable about the general
educa/on curriculum 3. Able to commit the resources of the
district
Important IEP Acronyms
Least Restric/ve Environment Children with disabili/es are to be educated with children who do not have disabili/es,
to the maximum extent appropriate
Important IEP Acronyms
Func/onal Behavior Assessment A process that searches for an explana/on of the
purpose behind a child’s problem behavior Must have parent permission to conduct!
Important IEP Acronyms
Behavioral Interven/on Plan Describe interven/ons and modifica/ons to encourage
replacement behaviors
Important IEP Acronyms
Manifesta/on Determina/on Review A mee/ng which must take place within 10 days of a behavior infrac/on that would cause a student to be removed from their current placement for more than
10 days
10 Steps: The Basics of Special Education Process under IDEA Step 1. Child is iden/fied as possibly needing special educa/on and related services • Child Find-‐Determining Eligibility
– Each state is required by IDEA to iden/fy, locate, and evaluate all children with disabili/es in the state who need special educa/on and related services. To do so, LEA’s conduct what are known as Child Find ac/vi/es.
• Referral or request for evalua/on. – Referrals can be made by both parents and district personnel
10 Steps: The Basics of Special Education Process under IDEA
Step 2. Child is evaluated
• Comprehensive Evalua/on ▫ Must be decided upon by an evalua/on team ▫ Many methods of assessment ▫ Not just done by the school psychologist ▫ Must assess all areas of suspected disability and to plan for IEP development ▫ Parents must sign consent for evalua/on
10 Steps: The Basics of Special Education Process under IDEA Step 3. Eligibility is decided ▫ Must follow South Carolina eligibility criteria ▫ Parents are part of the group that decides eligibility. ▫ Parents do not have to sign consent for eligibility ▫ Proper procedures for determina/on must be followed
10 Steps: The Basics of Special Education Process under IDEA Step 4. Child is found eligible for services Step 5. IEP mee/ng is scheduled within 30 days of eligibility determina/on Step 6. IEP mee/ng is held, and the IEP is wriKen
10 Steps: The Basics of Special Education Process under IDEA
Step 7. Services are provided • Must be provided by HQ staff • IEP must be implemented as wriKen • General educa/on teachers must be made aware of their responsibili/es
• Students may not be excluded from ANYTHING because of their disability
10 Steps: The Basics of Special Education Process under IDEA Step 8. Progress is measured and reported to parents ▫ His or her parents are regularly informed of the child’s progress and whether that progress is enough for the child to achieve his/her annual goals by the end of the year.
▫ Parents are provided with periodic reports on the progress the child is making toward mee/ng the annual goals.
10 Steps: The Basics of Special Education Process under IDEA Step 9. IEP is reviewed ▫ The child’s IEP is reviewed by the IEP Team at least once a year, or more ojen if the parents or school ask for a review.
▫ Parents, as Team members, must be invited to aKend these mee/ngs. Parents can make sugges/ons for changes, can agree or disagree with the IEP goals, and agree or disagree with the placement.
10 Steps: The Basics of Special Education Process under IDEA
Step 10. Child is reevaluated ▫ At least every three years the child must be reevaluated, unless the parents and school agree that a reevalua/on is unnecessary. ▫ This evalua/on is ojen called a “triennial.” ▫ Its purpose is to find out if the child con/nues to be a “child with a disability,” as defined by IDEA, and what the child’s educa/onal needs are. ▫ However, the child must be reevaluated more ojen if condi/ons warrant or if the child’s parent or teacher asks for a new evalua/on.
Issues
• Failure to implement IEP • Child Find/Evaluations • FERPA • Highly qualified provisions
• Use of IDEA funds to supplement not supplant
Programmatic Implications
• Data Submissions, Profiles & Reports • Programmatic Monitoring • Dispute Resolution • Determinations • Policies and Procedures • Section 504 (non-IDEA) • Statutes, Regulations, Provisos
Questions?????
For addi/onal informa/on, please contact:
Office of Special Educa9on Services 803-‐734-‐8224
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