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
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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.”
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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.
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Important Acronyms
Individuals with Disabili/es Educa/on Act Our na/on’s special educa/on law
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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.
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Important IEP Acronyms
Free Appropriate Public Educa/on What States must make available
to all eligible children with disabili/es
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Important IEP Acronyms
Individual Educa/on Program Every public school child with disabili/es receiving IDEA-‐funded special educa/on
must have one
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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
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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
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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
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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
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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!
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Important IEP Acronyms
Behavioral Interven/on Plan Describe interven/ons and modifica/ons to encourage
replacement behaviors
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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
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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
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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
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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
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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
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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
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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.
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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.
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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.
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Issues
• Failure to implement IEP • Child Find/Evaluations • FERPA • Highly qualified provisions
• Use of IDEA funds to supplement not supplant
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Programmatic Implications
• Data Submissions, Profiles & Reports • Programmatic Monitoring • Dispute Resolution • Determinations • Policies and Procedures • Section 504 (non-IDEA) • Statutes, Regulations, Provisos
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Questions?????
For addi/onal informa/on, please contact:
Office of Special Educa9on Services 803-‐734-‐8224