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Labeling Allows students with disabilities to receive services
Labels may be stigmatizing or result in discrimination
View children by their abilities not disabilities
Use person-first language
IDEA Categories Specific learning
disability
Emotional disturbance
Intellectual disability
Multiple disabilities
Deaf-blindness
Autism
Other health impairments
Orthopedic impairments
Traumatic brain injury
Speech or language impairment
Hearing impairment
Visual impairment
IDEA 6 Principles Zero reject
Nondisciminatory evaluation
Appropriate education
Least restrictive environment
Procedural due process
Parent and student participation
Zero Reject Ensures all children and youth (3-12), no matter how
severe their disabilities, will have an appropriate education provided at public expense
Nondiscriminatory Evaluation
Two purposes Does the student have a disability? What kind of special education and related services
does the student require? Assessment requirement
Screening Prereferral Response to Intervention Referral Nondiscriminatory evaluation
Appropriate Education Individualized education for each student with a
disability
Developed collaboratively by the same people involved in the evaluation
Outcome oriented (include goals/objectives)
Provide the foundation for the student’s appropriate education
The legal document outlining these services is an IEP
Appropriate EducationIEPS
Document for students 3-21
Need to be in effect at the beginning of the school year
Reviewed and revised at least once a year
IFSP’s
Documents for children ages 0-2
Describes the services both the child and the family receive
Should be developed within 45 days of referral and reviewed at 6-month intervals and every year thereafter
IEP teams: roles and responsibilities
IEP Team Participants Parents General education Special education School system
representative Evaluation interpreter Others Students
Conference Activities Prepare in advance Review formal
evaluations Share resources,
priorities and concerns Share visions and
expectations Consider goals,
placements and services Translate priorities to
goals Determine placement
and services Develop assessment plan
Least Restrictive Environment
Education with students who do not have disabilities
For early childhood, IDEA favors the “natural environment”
The rule: A presumption of inclusion
Access to the general education curriculum
The continuum of services
Extracurricular and nonacademic inclusion
Procedural Due Process Makes schools and parents accountable to each
other Resolution session Mediation
Not required by IDEA but strongly recommended Due process hearing
Similar to a regular courtroom trail Conducted before an impartial hearing officer Parents and schools are entitled to have lawyers present
Parent and Student Participation
Parents are members of teams
Parents receive notification before schools do anything about their child’s education
Parents have the right to use the three dispute-resolution techniques
Parents have access to school records concerning students
At age of majority IDEA rights transfer to the student
Federal Funding of IDEA Congress grants federal money to state and local
educational agencies
The federal money is insufficient to provide all services
State and local school districts must provide their own funding
Special education services are expensive
6 principles of NCLB Accountability for results
School safety
Parental choice
Teacher quality
Scientifically based methods of teaching
Local flexibility
Aligned with IDEA because it seeks to improve outcomes for students with disabilities
Other federal laws Rehabilitation Act
Allows people to seek vocational rehabilitation services so that they may work
Provides services such as supported employment programs for job coaches
TECH Act Allows states to create statewide systems for
delivering assistive technology devices and support to people with disabilities
