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Basics of SPECIAL EDUCATION

Basics of SPECIAL EDUCATION. … Steps in the special education process. Identification and Eligibility In order for children with disabilities to receive services, they must by identified and then determined to be eligible for these services.

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Basics of SPECIAL EDUCATION

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  1. Basics of SPECIAL EDUCATION

  2. … Steps in the special education process • Identification and Eligibility • In order for children with disabilities to receive services, they must by identified and then determined to be eligible for these services. • Under IDEA guidelines, school districts are required to identify and evaluate all children suspected of having a disability whose families reside within the district. Section 504 does not have this requirement.

  3. Understanding the Special Needs Process • Transportation

  4. https://youtu.be/KrapFXnZIDE

  5. If a student is determined by the school district's evaluation team to be eligible for special education and related services under the Individuals with Disabilities Education Act (IDEA), "trumps" a Section 504 plan.

  6. … Steps in the special education process • Child with a disabilitymeans a child evaluated in accordance with §§300.304 through 300.311 as having… • autism • deaf-blindness • deafness • emotional disturbance • hearing impairment • mentally challenged • multiple challenges • orthopedic challenges • other health challenges • specific learning challenges • speech or language challenges • traumatic brain injury • visual impairment …and who, by reason thereof, needs special education and related services.

  7. Understanding the Special Needs Process What is an “Impairment” ? An impairment, as used in Section 504 may include any disability, long-term illness, or various disorder that “substantially” reduces or lessens a student’s ability to access learning in the educational setting because of a learning behavior or health-related condition. “It should be emphasized that a physical or mental impairment does not constitute a disability for purposes of Section 504, unless its severity is such that it results in a substantial limitation of one or more major life activities”

  8. Understanding the Special Needs Process Impairmentcontinued Many students have conditions or disorders that are not readily apparent to others. They may include conditions such as specific learning disabilities, diabetes, epilepsy and allergies. Hidden disabilities such as low vision, poor hearing, heart disease or chronic illness may not be obvious, but if they substantially limit that child’s ability to receive an appropriate education as defined by Section 504, they may be considered to have an “impairment” under Section 504 standards.

  9. Understanding the Special Needs Process IEP OSEP Monitoring The U.S. Department of Education’s Office of Special Education Programs (OSEP) regularly monitors states to see that they are complying with IDEA. This guide is intended to help states and school districts write IEPs that comply with IDEA. Writing effective IEPs is a very important first step in improving educational results for children with disabilities. • 504 • Office of Civil Rights is to ensure equal access to education and to promote educational excellence throughout the nation through vigorous enforcement of civil rights.

  10. Understanding the Special Needs Process A 504 Plan and an IEP have unique differences. The way in which a student qualifies for services under each plan is a major difference. It is more difficult to qualify for special education services and receive an IEP. A student must meet criteria under one of the categories of special education. A student can have a disability, yet not qualify for special education services. To qualify for a 504 Plan, a student must have a disability that is affecting a major life function.Unlike an IEP, a "major life function" does not have to be educational impact. Example: A student can be doing well academically, but needs behavioral accommodations or organizational skills due to symptoms of ADHD. With either plan, a direct connection must be made from the disability to the impairment in school. Example: A student who struggles in writing and has an ADHD, would not automatically qualify for a 504 Plan. One would have to prove that the writing problems are a direct result of the ADHD.

  11. Accommodations/Modifications https://youtu.be/bkSvHF5Dj7U

  12. Understanding the Special Needs Process Section 504 of the Rehabilitation Act of 1973, a federal law that governing services to students with disabilities. A 504 plan is for students who have a physical or mental impairment that substantially limits one or more major life activities, have a record of such impairment, or are regarded, as having such a condition. The 504 plan ensures students equal access to the full instructional program by describing the accommodations that the student needs to succeed. These plans are reviewed annually.

  13. The Basics of Special Education Process under IDEA A student cannot have both a 504 plan and an IEP. If the student is eligible for special education, that's what he/she gets and all the supports and services needed must be provided as related services attached to the IEP. Additionally, the parent cannot opt for a 504 plan if the student is eligible for special education, since, the school is required to provide an IEP to a student who is eligible for one because of the greater rights and entitlements under the IDEA than under Section 504; a school district must comply with more procedural requirements and formalities under the IDEA.

  14. Public agency must: • Evaluation • Initial evaluation & reevaluation • Identification of children with specific learning disabilities • Provide parent(s) with notice. • Obtain parent’s informed consent. • To see if the child is a “child with a disability” as defined by IDEA. • To gather information that will help determine child’s educational needs. • To guide decision making about appropriate educational program for the child. … Steps in the special education process

  15. Understanding the Special Needs Process Examples of accommodations in 504 plans include: • preferential seating • extended time on tests and assignments • reduced homework or classwork • verbal, visual, or technology aids • modified textbooks or audio-video materials • behavior management support • adjusted class schedules or grading • verbal testing • excused lateness, absence, or missed classwork • pre-approved nurse's office visits and accompaniment to visits • occupational or physical therapy

  16. The Basics of Special Education Process under IDEA • Section 504 of the U.S. Rehabilitation Act of 1973 is designed to help parents of students with physical or mental impairments in public schools, or publicly funded private schools, work with educators to design customized educational plans. These 504 plans legally ensure that students will be treated fairly at school. • 504 Plan Basics • Students can qualify for 504 plans if they have physical or mental impairments that affect or limit any of their abilities to: • walk, breathe, eat, or sleep • communicate, see, hear, or speak • read, concentrate, think, or learn • stand, bend, lift, or work

  17. The Basics of Special Education Process under IDEA The goal of 504 plans is for students to be educated in regular classrooms along with the services, accommodations, or educational aids they might need. If students with these plans can't achieve satisfactory academic success, as is determined by the school, then alternative settings in the school or private or residential programs can be considered.

  18. The Basics of Special Education Process under IDEA A 504 plan is different from an individualized education program (IEP). The main difference is that a 504 plan modifies a student's regular education program in a regular classroom setting. A 504 plan is monitored by classroom teachers. A student with an IEP, as part of the Individuals with Disabilities Education Act (IDEA 2004), may receive different educational services in a special or regular educational setting, depending on the student's need. IEP programs are delivered and monitored by additional school support staff.

  19. The Basics of Special Education Process under IDEA A 504 plan should be considered when a student isn't benefiting from instruction due to a physical or mental impairment. The issue can be raised by a parent or legal guardian, teacher, physician, or therapist. A 504 plan can help when a student returns to school after a serious injury or illness, or when a student isn't eligible for special education services or an IEP, but still needs extra services to succeed academically. Once an educational concern is raised, the school principal or other academic advisor sets up a meeting of a 504 planning team. The team usually consists of parents, the principal, classroom teachers, and other school personnel (such as the school nurse, guidance counselor, psychologist, or social worker).

  20. The Basics of Special Education Process under IDEA After reviewing academic and medical records and interviewing the student and parents, the 504 team determines if the child is eligible to have a 504 plan put in place. Sometimes school officials and parents disagree about eligibility. Disagreements also can arise about details within the 504 plan itself. In these cases, parents can make written appeals to the school district or the U.S. Office for Civil Rights.

  21. The Basics of Special Education Process under IDEA Section 504 uses broad terms to define disability. It includes a wide group of students with physical or mental disabilities substantially limiting a major life function. HIV, Tourette's syndrome, attention deficit disorder, heart conditions and tuberculosis are just a few examples of conditions which could be potentially disabling according to Section 504. If a recipient school district re-evaluates a student in accordance with the Section 504 regulatory provision at 34 C.F.R. 104.35 and determines that the student's mental or physical impairment no longer substantially limits his/her ability to learn or any other major life activity, the student is no longer eligible for services under Section 504.

  22. Discipline -Response to Intervention -Early Intervening Services IEP Monitoring • IDEA Highly Qualified Teachers Private Schools National Instructional Materials Accessibility Standards Procedural Safeguards

  23. … Steps in the special education process • THANK YOU FOR YOUR DEDICATED SERVICE TO SAFE TRANSPORTATION FOR EVERY STUDENT

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