special education overview judith c. saltzman hickman & lowder co., lpa october 11, 2008 autism...
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Special Education Overview
Judith C. SaltzmanHickman & Lowder Co., LPA
October 11, 2008Autism Summit
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Individuals with Disabilities Education Act, 20 U. S. C. §1401 et seq.
Federal Regs: 34 CFR Part 300. http://
www.edpubs.org/webstore/Content/search.asp
State Law: ORC 3323; OAC 3301-51. Ohio Guidelines: Pending.
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Sources of Law
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Purpose of IDEA
“To ensure that all children with disabilities have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living.”
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“Special Education”
Specially designed instruction. To meet child’s unique needs. Includes instruction in schools,
hospitals, institutions and homes. At no cost to parents. 20 U.S.C. §1402(29).
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Related Services
Any service required to assist a child with a disability to benefit from special education.
Examples: transportation, speech-language, audiology, psychological services, p.t., o.t., social work, school nurse services, counseling.
20 U.S.C. §1402(26).5
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Free Appropriate Public Education
“FAPE”
Special ed and related service. At Public expense and supervision. Meets State standards. Provided in conformity with an
Individualized Education Plan (IEP). 20 U. S. C. §1402(9).
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Age of Eligibility
Third birthday through 22nd birthday.
Pre-school services. School age services.
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Eligibility Categories §1402(3)
Preschool – categorical or developmental delay;
Mental retardation, hearing impairments, speech or language impairments, visual impairments, serious emotional disturbance, orthopedic impairments, autism, traumatic brain injury, other health impairments or specific learning disabilities: and
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Adverse Effect Adverse impact. Measure by more than just grades and
performance. Decreased/altered functioning in:
Academic Social Behavioral Vocational Motor Communication
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Child Find
School district of residence must find and identify eligible children.
Applies even though they have not failed or been retained and are advancing from grade to grade. 34 CFR 300.111 and 300.131
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Multi-Factored Evaluations
Informed parental consent required for initial. 300.300 (a)
Ohio – requires parental consent for re-evaluations.
School District may file due process if parental consent for an initial is not given. Ohio applies this to re-evals.
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Time for Initial MFE
IDEA 2004: 60 days, but state may have different rule.
New ODE Reg: School has 30 days to decide whether to honor parental. request for MFE. 3301-51-06(B)(3).
Effectively extends time period to 90 days.
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MFE’s – Cont’d.
Variety of assessment tools. To gather relevant functional,
developmental and academic information about the child.
Including information provided by the parent.
Assist in determining content of IEP. Ability to access general curriculum.
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MFE’s – Cont’d. Assess all areas related to
suspected disability – health, vision, hearing, social and emotional, intelligence, academic performance, behavior, communicative status and motor abilities 300.304 (c)(4)
Sufficiently comprehensive to i.d. all needs “whether or not commonly linked 300.302(c)(6)
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Conclusion of MFE
Eligibility Determination Group of “qualified professionals”
and the parent. 300.306 Parental Right to Participate
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Parents Right to Copy of MFE Old ODE reg – not addressed IDEA 2004 – Parent right to MFE “upon
completion of the administration of assessments and other evaluation measures”
New ODE reg -- school district to provide MFE before next IEP meeting or within 14 days after the MFE meeting 3301-51-06 (G)(1)(b)(ii)
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Independent Ed. Evaluation
Disagree with MFE Need not tell school reasons Parent selects evaluator Schools may impose cost controls
that do not interfere with the right of an MFE
One per MFE
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Present levels and functional performance 20 USC 1414(d)(1)(a); 34 CFR 300.320
Measurable annual goals, both academic and functional To be involved in and make progress in
general ed curriculum, Meet other educational needs that result
from disability
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IEPs
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IEPs Cont’d.
Benchmarks required in federal regs only for children who take alternate assessments. Ohio – requires benchmarks for all.
How progress will be measured. Address behavior that interferes
with learning.
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IEPs Cont’d. Statement of spec. ed, related services,
and supplementary aids and services “based on peer-reviewed research to the extent practicable” to Advance appropriately Progress in gen ed curric “and to participate
in extracurricular and other nonacademic activities 34 CFR 300.320(a)(4)(ii)
Extent of non-participation in reg ed
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IEPs Cont’d.
Accommodations in testing to measure academic achievement and functional performance
Date for beginning of services and anticipated frequency, location and duration of services
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Services
If parent refuses services, school district may not file due process, but has no obligation to provide FAPE 300.300(b)
Parent may reject some services and still accept others May remove the school district’s
obligation to provide FAPE
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IEPs -Transition
First IEP to be in effect when turn 16; Ohio – starts at 14
Appropriate, measurable postsecondary goals related to training, education, employment, and, where appropriate, independent living skills;
Services to assist in reaching goals
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Process drives placement . Knable v. Bexley City School District, 238
F. 3d 755 (6th Cir. 2001). Parent must be a member of the group
deciding placement, unless parent refuses to participate. 300.327, 300.500
Placement – where child would attend if nondisabled: unless the IEP requires some other arrangement. 300.116
Ohio: Parental consent required for change of placement.
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IEPs -- Placement
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Methodology is On the Table
IDEA mandates use of research based teaching methods.
Ask for research supporting methodology used by school district.
Even if research based, if it doesn’t work for your child, get rid of it.
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How Much Educational Benefit Must the IEP Confer? Original case: Bd. of Educ. V. Rowley,
458 U.S. 176 (1982) – IEP must provide educational benefit but need not maximize student’s potential.
Deal v. Hamilton County Board of Education, 392 F. 2d 840 (2004): “IDEA requires an IEP to confer a ‘meaningful educational benefit’ gauged in relation to the potential of the child at issue.’”
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If school district offers an IEP that does not provide FAPE.
Parent can place in appropriate private school and seek tuition later.
Ten days’ notice, or notice at IEP meeting.
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Unilateral Parental Placements
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Termination of Eligibility
MFE shows child is no longer disabled.
22nd birthday. Graduation with all IEP goals met,
including transition goals. GED does not terminate eligibility.
300.102 – Ohio’s GED is not aligned to content standards.
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Diagnosing SLD: Same Definition
Disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written.
Imperfect ability to listen, think, speak, read, write, spell, do math.
Includes dyslexia. 34 CFR 300.8(c)(10)
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Old Diagnostic Approach: Discrepancy
Discrepancy between ability (i.q. test) and achievement (Woodcock-Johnson, WIAT, etc.
Problem: Why is there a discrepancy?
Why wait for it to develop?
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Response to Intervention (RTI)
If children receive appropriate research based reading instruction early enough, fewer kids will be id’ed.
Have effective, research-based programming in effect for all kids so that only the most severe will require special ed to address needs.
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New SLD Eligibility Criteria:301-51-06(H)(3) Inadequate achievement despite
appropriate instruction, in one of the following areas: Oral expression Listening comprehension Written expression Basic reading skill (phonology based) Reading fluency skill Reading comprehension Math calculation Math problem solving, or
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What is Appropriate Reading Instruction? No Child Left Behind: “essential
components of reading instruction” means explicit and systematic instruction in Phonemic Awareness; Phonics Vocabulary Development Reading Fluency Reading Comprehension Strategies 20 U.S.C. §6613(3)
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New SLD Criteria, Applied: Child does not make sufficient
progress to meet age or state-approved grade level stands “when using a process based on” RTI; or
Child exhibits pattern of strengths and weaknesses in performance; and
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New SLD Criteria, Cont’d.
Deficits not primarily the result of. . Visual, hearing, or motor disability Mental retardation Emotional disturbance Cultural factors Environmental or economic
disadvantage Limited English proficiency
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RTI: Regular ed. procedure that should precede sped referral
School district may not use intervention to delay an MFE.
If no interventions prior to referral, intervention should be implemented during the “same sixty-day time frame” for MFE. 3301-51-06(A)(3)
See also 3301-51-06 (H)(3)(d)(v): RTI “may not be used to delay unnecessarily a child’s being evaluated to determine eligibility for special education services.”
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BUT. . . See 3301-51-06 (H)(1)(d)(i)
School may use RTI to evaluate for SLD, and process does not begin until the intervention data has been collected.
School has to do the intervention to get the data, so, here the regs seem to authorize delaying the MFE for RTI.
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Alternative Criteria for SLD
34 CFR 300.307 permits the state to develop alternative criteria.
ODE’s regs include no criteria for approving or disapproving proposals for alternative methods. See 3301-51-06(H)(1)(a)(iii)
Schools request permission from ODE.
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Extended School Year
Federal Rule: Each school district must “ensure that extended school year services are available as necessary to provide FAPE,” as determined by the IEP team.
34 CFR 300.106
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Ohio’s Extended School Year Reg.
3301-51-02(G): Whether necessary for FAPE and, Additionally, the school district shall consider Whether ESY needed to “prevent
significant regression of skills or knowledge retained by the child so as to seriously impede the child’s progress toward the child’s educational goals; and
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ESY, Cont’d.
Whether ESY needed to avoid something more than “adequately recoupable regression.”
But, FAPE is more than the absence of regression.
Right to an IEP that offers “meaningful educational benefit” in relationship to the child’s ability.
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Discipline Protections
34 CFR 300.536 – change of placement
More than ten consecutive school days of removal; or
A series of removals totaling over ten days.
Manifestation hearing w/in 10 days. Due process of parent disagrees.
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Manifestation Analysis Whether conduct in question was caused
by, or had a direct and substantial relationship to the child’s disability.
Whether conduct in question was the direct result of the school’s failure to implement the IEP.
Need letter from your doctor, psychologist, therapist, etc.
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If Behavior Was Manifestation Return child to prior placement unless
Agreement Drugs/weapons/serious bodily injury Appeal and order
Functional Behavior Assessment (FBA)(any time more than 10 days)
Behavior Intervention Plan (BIP) Create if none Review and Revise if in place
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If Behavior Was Manifestation Return child to prior placement unless
Agreement Drugs/weapons/serious bodily injury Appeal and order
Functional Behavior Assessment (FBA)(any time more than 10 days)
Behavior Intervention Plan (BIP) Create if none Review and Revise if in place
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Behavior Not Manifestation Must continue to receive educational
services in Interim Alternative Education Setting To participate in the general ed
curriculum. Progress toward meeting the IEP goals. Comments to regs: “modifies the
concept of FAPE” – school need not replicate all services the child would have received if not removed.
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Remedies U. S. DOE Office of Civil Rights
Discrimination, Harassment File within six months
Ohio Department of Ed complaint File within one year
Ohio Department of Ed – mediation Ohio DOE – facilitated IEP meetings Ohio Department of Ed – due process
Two year statute of limitations
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Conclusion
Remember . . . You are your child’s best advocate Build a team around your child Document and memorialize Don’t write angry letters The school expects you to advocate
for your child Good luck
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For More Information . . .
Judith C. SaltzmanHickman & Lowder Co., LPA
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