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1、Special Education & Parents RightsAgenda:6:00Introduction: Special Education and the New Orleans Educational LandscapeTIERS6:20Parents Rights & IDEARachel Stafford6:45Enrollment and Special EducationGabriela Fighetti7:00Louisiana Department of EducationSpecial Education Dispute Resolution ProcessLer
2、one Crayton7:15Advocacy Resources Available to ParentsTIERSIntroduction:Special Education & The New Orleans Educational LandscapePresented by Teams Intervening Early to Reach all Students (TIERS)ProvideProfessional DevelopmentCoachingTechnical Assistance Help schools expand their capability to impro
3、ve results for students served by Special Education programsWho We AreWhat We DoW.AlanCoulter,Ph.D.JenniferMaynard,Ph.D.Charter Schools & Special Education ServicesParents Rights & IDEAPresented by Rachel Stafford Executive Director, Special ServicesRecovery School DistrictProvide general informatio
4、n regarding special education rights under federal and state law to assist parents in advocating for their child.IDEAIndividuals with Disabilities Education ActThe federal law that governs special education and related services is the Individual with Disabilities Education Act (IDEA).IDEA emphasizes
5、 the provision of Free Appropriate Public Education (FAPE)IDEA 2004Six Main PrinciplesEligibilityChildren (birth through the end of the school year in which they turn age 21) with the following disabilities may be eligible for special education:Mental disability;Hearing impairments (including deafne
6、ss);Speech or language impairments;Visual impairments (including blindness);Emotional disturbance; Physical or Orthopedic impairments;Autism;Traumatic brain injury; Multiple disabilities;Developmental Delay (3-8);Other health impairments (e.g., ADHD, Tourettes, HIV); Specific learning disabilities;
7、orDeaf-blindnessEvaluations-ConsentMust obtain consent from parent before conducting initial evaluation and before providing initial services.20 U.S.C. 1414(a)(1)(D); 300.300; Bulletin 1706 301Special EducationSpecially designed instruction, at NO COST TO THE PARENT, designed to meet the unique need
8、s of a child with a disability.Includes: (1) special classroom instruction; (2) special physical education and (3) special vocational education (depending on childs needs).If child cannot attend school, special education may be delivered at home or in the hospital.May also include speech-language pa
9、thology services, or any other related service, if the service is considered special education rather than a related service under State services.20 U.S.C. 1401(29); 300.39(a); Bulletin 1706 903Special EducationSpecially designed instruction means adapting the content, delivery, or methodology as ap
10、propriate to (1) address the needs of an eligible child that result from the childs disability; AND(2) ensure access of the child to the general curriculum, so that the child can meet the educational standards that apply to all children.20 U.S.C. 1401 (29); 300.39(b)(3); Bulletin 1706 903Special Edu
11、cationRelated Services services required to assist a child with a disability to benefit from special education.Including, but not limited to, 20 U.S.C. 1401 (26); 300.34(a); Bulletin 1706 903Early identification and assessmentOrientation and mobility servicesTransportationSocial work servicesSpeech-
12、language pathologyMedical and school health servicesInterpreting servicesCounseling Psychological servicesAudiologyPhysical and occupational therapyIEPIndividualized Education Program (IEP) means“a written statement for each child with a disability that is developed, reviewed and revised.”20 U.S.C.
13、1414(d)(1)(A); 300.320; Bulletin 1706 320IEPAn IEP must contain the following information:Childs disability;Childs present level of academic achievement and functional performance; andMeasurable annual goals, including academic and functional goals.20 U.S.C. 1414(d)(1)(A) and (d)(6); 300.320(a); Bul
14、letin 1706 320Measurable Annual GoalsThe goals should be designed to enable the child to be involved in and make progress in the general education curriculum and include the following:A statement of how the childs progress will be measured.A statement of when progress reports will be provided.A stat
15、ement detailing accommodations needed.Explanation of the extent, if any, to which child will not participate with nondisabled children in the regular class or activities.300.320(a)(2); Bulletin 1706 320IEP Development, Review, and RevisionIEP Review and RevisionReview at least annually to determine
16、if annual goals for the student are being achieved; andRevise the IEP, as needed, to address The lack of expected progress towards the childs annual goalsResults of any reevaluationInformation about the student provided to, or by, the parentsThe students anticipated needsDuring review, regular educa
17、tion teacher must participate in the review and revision of the IEP.Bulletin 1706 324(A)IEP TeamRequired Optional Parent/Guardian;At least one general education teacher (if the child is, or may be participating in the regular education environment)At least one special education teacherA representati
18、ve of the school system, who knows about special education, the general curriculum, and the availability of services. At least one member who can interpret evaluation results.When appropriate, the student with a disability.School PsychologistSocial WorkerOccupational TherapistSpeech/Language Therapi
19、stPhysical TherapistStudent with a disabilityTeam ContdUnder IDEA 2004, members of an IEP team may be excused from the meeting only when the parent and the school agree IN WRITING.If a team member is excused from the meeting, the parent & school must get WRITTEN input before the meeting.20 U.S.C. 14
20、14(d)(1)(B)-(d)(1)(D); 300.321; Bulletin 1706 321 (E)Least Restrictive Environment(LRE)Students with disabilities must be educated with non-disabled peers to the maximum extent possible; ANDSpecial classes, separate schooling or other removal of children with disabilities may occur ONLY IF the natur
21、e or severity of the disability prevents the education in regular classes with the use of supplementary aids and services. 20 U.S.C. 1412 (a)(5); 300.114(a); Bulletin 1706 114LRE CONTDContinuum of Placements - The more the childs education occurs only with other students with disabilities, the more
22、restrictive the placement is. The school system must try to meet your childs needs in a less restrictive setting with supplementary aids and services, as well as provide programmatic supports and modifications for school personnel. There is a continuum of placements ranging from a regular education
23、classroom (LRE) to home and hospital instruction (most restrictive).20 U.S.C. 1412 (a)(5); 300.114, 300.116; Bulletin 1706 114DisciplineManifest Determination Review (MDR)Within 10 school days of any decision to change the placement of a child with a disability because of a violation of the code of
24、student conduct.Notice of discipline action pursuant to MDR must be provided to parents of child with a disability. 300.503(h).Bulletin 1706 530Procedural SafeguardsLDOE Parents Rights Handbook is available online! Please visit rsdcharters.org For Questions or Concerns, Please Contact:Executive Dire
25、ctor of Special ServicesRachel E. Stafford, E504.373.6200, ext. 20044 (o) 504.717.9628 (m) Enrollment & Special Education Presented by Gabriela Fighetti,Executive Director of EnrollmentRecovery School DistrictLouisana Department of Education Special Education Dispute Resolution Process for ParentsPr
26、esented by Lerone CraytonSpecial Education Specialist, Charter OversightRecovery School DistrictSpecial Education Dispute Resolution Processfor Parents What if my student is not getting the special education services s/he is entitled to?You have the right to voice your concern.First, try collaborati
27、ng with your school.Try working it out with school leaders and teachers. Many concerns can be solved quickly at the school level. Ive tried talking about it with the school now what?If your concerns are not addressed even after youve talked to your school, you have the option of filing a complaint w
28、ith the Louisiana Department of Education.4 Steps to Filing a Formal Complaint If you disagree with the decision, you may request a reconsideration of the findings in writing to LDE within 10 days of receiving the report.2.4.1.Send a signed, written complaint to LDE and your school via mail, email,
29、or fax. Describe your issues in detail.The school is given 15 days to respond with a solution. 3.LDE then has 45 days to launch an investigation and issue a decision to you and to the school.Who do I contact at the LDE?Ty ManieriP.O. Box 94064Baton Rouge, LAtyrell.manierila.gov225.342.3572 (phone)22
30、5.342.1197 (fax)For more information about IEP Facilitation or Mediation, visit: louisianabelievesAdvocacy Resources Available to ParentsPresented by Teams Intervening Early to Reach all Students (TIERS)New Orleans Parent Resource and Advocacy CentersThank you! We encourage you to have refreshments and connect with the presenters and other parents. Also, dont forget to take our exit survey before you leave. Thank you!
