Transcript Legislation Concerning Individuals with Disabilities

Leadership to Integrate the
Learning Continuum
LINC
Essential Knowledge Breakout Session:
Special Education
Presented on 4/25/2011 by
Lynette Chandler
Professor
Dennice Ward Epstein
Executive Director
Northern Illinois University ECHO Joint Agreement
[email protected]
[email protected]
Federal Legislation
Concerning Individuals
with Disabilities
Individuals with Disabilities
Education Act (IDEA)
Part B
 Provides services for children with
disabilities from preschool through high
school
 Section 619 of Part B addresses preschool
Child Find
 Every district is responsible for actively locating, identifying and
evaluating all children who live within the district boundaries who
may qualify to receive special education and/or related services.
 Every district must have written procedures for child find activities
for all children, including those attending private, charter and/or
religiously affiliated schools that describe activities for:
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Annual screening of children under the age of five
Ongoing review of all children in general education
Ongoing coordination with EI programs (CFC, Head Start)
Coordination and consultation with nonpublic schools
Referrals of children who might require evaluation for special
education
Screening
 Is the process for reviewing all children in
a given group with a set of criteria for the
purpose of identifying certain individuals
for evaluations who may be in need of
special education.
 No child can be determined eligible to
receive early intervention/special
education services based only on the
results of a screening.
Referral / Eligibility Process
 Prereferral strategies – Response to Intervention
 Written referral for Case Study Evaluation
 Notice to Parents
 Obtain consent, Domain Meeting
 Case Study Evaluation
 Determine Eligibility (MDC), obtain consent
Eligibility
Two step requirement
1. Determination of Disability
2. Impact of Disability on Education
Need for special education or
related services
Disability Categories
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Autism
Deaf-Blind
Deaf or Hearing Impairment
Vision impairment including blindness
Traumatic Brain Injury
Emotional Disturbance
Speech or Language Impairment
Mental Impairment
Multiple Disabilities
Orthopedic Impairment
Other Health Impaired
Specific Learning Disability
Developmental Delay (3-9 only)
See NICHCY http://nichcy.org/pubs/genresc/gr3.htm for definitions
Process for Providing Services and
Rights Provided through IDEA
 Develop Individualized Education Plan (IEP)
 Determine Special Education and Related
Services
 Determine Placement (FAPE and LRE)
 Document Family Participation
 Review IEP Yearly
 Re-evaluation every three years
 Assessment
 Discipline
 Due Process
FAPE and LRE
To the maximum extent appropriate, children
with disabilities are educated with children
who do not have disabilities. Special classes,
separate schooling, or other removal of
children from the regular education
environments occurs only when the nature
and severity of the disability is such that
education in the regular education classes
with the use of supplementary aids and
services cannot be achieved satisfactorily.
Continuum of Services
 General Education Class—Support to Teacher or
Student
 Part time general education class and part time
resource room or therapy outside the general
education class.
 Part time in general education and self-contained
classes.
 Self-contained class with opportunities for
interaction with typical peers
 Self-contained program/school
 Residential
Special Education and Related
Services
Special Education is not a place: It is
services and supports brought together
to help a student learn
Special Education Services
Specially designed instructional services that can
include:
adapted materials
adapted teaching strategies,
individualized instruction,
adapted goals and curriculum,
alternative goals and curriculum
adapted assessment methods,
alternative assessment methods
assistance from a special educator
or paraprofessional, etc.
Related Services
Additional supports students need to benefit
from special education including speech
therapy, occupational therapy, physical
therapy , transportation, vision services,
nursing services, counseling, assistive
technology, psychological and/or social work
services, developmental therapy, case
management, etc.
(approved types of services vary by age of
child being served)
Assessment
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Nondiscriminatory
Multidisciplinary
Technically Adequate Assessment
Other Informal Assessments
AYP (K – 12)
Early Childhood Outcomes (preschool)
IEP
 Present Level of Performance & Parent Educational
Concerns
 Annual Goals and Benchmarks
 Special education, related services, and
accommodations and supports
 Placement
 Scientifically-based academic instruction
 Behavior intervention plan, transition plan
 Extent of participation with nondisabled students
 Access to the general education curriculum
 Participation in statewide assessments (adaptations,
alternative assessments) to document adequate yearly
progress
 Extended school year
 Reviewed, updated yearly
Family Participation
 Training on IEP goals
and strategies
 Document family concerns
 Document family participation in eligibility
and placement decisions
 Strategies and frequency of
communication with family
about student progress
documented on IEP
Family Rights and
Due Process
See http://www.isbe.net/spec-ed/html/parent_rights.htm
Educational Rights and Responsibilities:
Understanding Special Education
in Illinois
Transition Planning
State regulations require transition planning and the
implementation of a transition plan to start by the time a
student reaches age 14 ½ years, or younger if appropriate.
Transition planning helps students:
 Prepare for life after high school
 Plan for and choose high school courses
 Decide what skills they need to develop to live and work
 Explore work and career options
 Make connections with education & training programs,
colleges, agencies and support services
 Learn about their interests, skills and talents and what works
& doesn’t work in their lifestyle
Transition Services
A set of activities that are based on the student’s strengths,
preferences, interests and needs related to postsecondary
education or training, employment and adult living. They
may include:
 Instruction
 Community experiences
 Related services
 Employment & other post-school adult living objectives
 Daily living skills
 Functional vocational evaluation
Discipline Procedures
 Add goals and strategies to IEP
– Functional Behavioral Assessment (FBA)
– Positive Behavior Intervention Plan (PBIP)
 Violation of School Code of Conduct
 Change of Placement
 Interim Alternative Educational Setting
Due Process
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Discussion with District
Mediation (ISBE)
Complaint Resolution Session (ISBE)
Impartial Due Process Hearing (ISBE)
Due Process Civil Action in Courts
Person First Language
 Refer to the person first, disability second
– Student with a learning disability
– Child who has autism
 Do not label groups by a disability or
services
– People with disabilities
– She receives speech therapy
 Do not use the term handicapped
 Do not sensationalize a disability (e.g., a
victim of, suffers from, confined to)
PART C Early Intervention
0-3 years
How is it Different?
 Discretionary
 Eligibility determined by states
 Sliding fee scale for families in Illinois
Eligibility
 30% delay in one or more area
 Identified disability
 At-risk based on clinical judgment
Services provided in natural
environments and during daily
activities and routines
Routines-based Intervention
Early Intervention Services
Assistive technology
Audiology
Occupational Therapy
Physical Therapy
Health care services
Nutrition
Psychological services
Social Work
Special instruction
Vision services
Transportation
Nursing
Diagnostic medical services
Family education and counseling
Communication (speech and language therapy)
Family Centered
 Individualized Family
Centered Plan (IFSP)
Child Outcomes
Family Outcomes
Biyearly review
 Family Assessment of
Concerns, Priorities,
Resources, and
Strengths (CPRS)
 Assessment of children at-risk
 Assessment of social emotional
development
 Service Coordination
 Family rights booklet, Due process
http://www.dhs.state.il.us/page.aspx?item=32264
Transition from
Early Intervention
2.6 – Referral to school district or coop
2.9 – Transition planning meeting
2.9 - 3.0 – Write IEP if eligible for services
3.0 – Begin preschool services on 3rd
birthday
http://www.dhs.state.il.us/page.aspx?item=36319
Early Childhood Outcomes
Child outcomes on entry and exit
from Part C & preschool programs
Outcome Areas:
- Positive Social Emotional Skills
- Acquire and Use Knowledge and Skills
-Take Appropriate Action to Meet Own Needs
Outcome Measures:
- At same level as typically developing peers
- Not at same level as peers, but made progress
- Did not make progress
Outcome Measures
A. To what extent does the child show behavior and skills
related to this outcome appropriate for his or her age
across a variety of settings and situations?
7 point likert scale:
(1) Completely,
(2) Between somewhat & completely,
(3) Somewhat,
(4) Between emerging & somewhat,
(5) Emerging,
(6) Between not yet & emerging,
(7) Not Yet
B. Has the child shown any new skills or behaviors related
to this outcomes since the last summary?
No Child Left Behind
and IDEA
 Accountability for Student Achievement
Adequate Yearly Progress Grades 3 – 8
State and District Report Cards
Supplemental Services
Parent Choice
 Evidence-based Instruction / Curriculum
 Highly Qualified Teachers
 Response to Intervention
Distinguishing Features
Handout
 Commonalities
 Differences
Additional Websites
• www.cec-sped.org (special education)
• www.dec-sped.org (early childhood special
education
• www.naeyc.org (early childhood)
• www.isbe.net (Illinois State Board of Education)
• http://www.dhs.state.il.us/page.aspx? (Illinois
Department of Human Services)
• http://www.wiu.edu/ProviderConnections/ (early
intervention website)
• http://idea.ed.gov/ (Federal government site)