Special Education Law

2008 Presented by: Jane R. Wettach Clinical Professor of Law, Duke Law School Director, Duke Children’s Law Clinic

History of Discrimination

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Approximately 12 percent of children have disabilities that affect their ability to learn

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Disabilities range from mild to profound

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Historically, the most impaired were excluded from education altogether; some (such as blind, deaf, mentally retarded) were segregated in special schools; less impaired were in public school but were often retained in grade level, considered lazy or stupid, dropped out of school because their needs weren’t met

Challenges to Discrimination & the Right to be Educated

 Early 1970’s – successful civil rights lawsuits brought on behalf of disabled children for inclusion in public schools  1975 – first federal law promising states federal funds to assist in educating children with disabilities -- Education for all Handicapped Children Act (94-142)  1990 -- revisions to EHCA, including new name: Individuals with Disabilities Education Act  2004 – most recent revisions to IDEA

Special Education Laws

 The Individuals with Disabilities Education Act – 20 USC 1400 et seq and 34 CFR Part 300  Education of Children with Disabilities – NCGS 115C-106 et seq   North Carolina Policies, issued by the Dept. of Public Instruction (new policies about to be issued; formerly called “Procedures”) http://www.ncpublicschools.org/docs/ec/policy/policies/2007policies.pdf

IDEA – The Basic Promise

 All children with disabilities are entitled to  A “free, appropriate, public education”  In the “least restrictive environment”  Pursuant to an Individualized Education Program (IEP)

IDEA Entitlements

 The right to be education evaluated , at public expense, to determine eligibility for special  The right to an Individualized Education Program progress that provides the specialized instruction and related services needed to allow the child to make educational

IDEA Entitlements

 The right to be educated , to the maximum extent possible, with typically developing peers  The right to access , to the maximum extent possible, to the general curriculum

IDEA Entitlements

 The right of parents be involved in the decision-making process and the development of the IEP to  The right to review of decisions made by the IEP team through due process appeal

Who is a “child with a disability”?

 Child (ages 3 – 21) must have an identified physical or mental dysfunction that interferes with educational performance  Child must need “specially designed instruction” to make educational progress (not just accommodations)

What is a “FAPE”?

 A “free, appropriate public education” is  Special education (i.e., specially designed instruction to meet the unique needs of the child); and  related services (supportive services designed to enable the child to benefits from instruction – such as transportation and specialized therapies) that allow the child to make reasonable educational progress.

What is a “FAPE”?

 “Educational progress” is not just academic learning, but includes –  Socialization    Adaptive/functional skills Language and communication Reduction of behavioral problems

What is the “least restrictive environment”?

 The LRE is the setting in which children with disabilities may be educated with typical

children to the maximum extent possible

Least Restrictive Environment

 Every child should be educated in the regular classroom, in the school he or she would attend if not disabled, with “supplementary aids and services.”  Special classes, separate schooling or other removal of children with disabilities from the regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily

Least Restrictive Environment

 Disabled child need not be placed in a regular classroom if:    The child would not receive “educational benefit” from being educated in regular classroom; or The marginal benefit of being educated in the regular classroom is outweighed by the benefits of a separate setting; or The disabled child is a disruptive force in the regular classroom.

Special Education -- Eligibility

 Child must be “referred” to be evaluated for possible special education services  Referral: in writing, dated, addressed to principal, state reason for referral in terms of lack of educational performance  The school district has an obligation to identify children who may need special education, but parent should refer if there are concerns  The parents must agree for the evaluation to proceed.

Special Education -- Eligibility

 Initial evaluation is usually conducted by a school psychologist (but it can be contracted out)  State policies set out required & recommended screenings & evaluations for each type of disability, as well as the criteria for eligibility in each category

Special Education -- Eligibility

 Child must be “referred” to be evaluated for possible special education services  Referral: in writing, dated, addressed to principal, state reason for referral in terms of lack of educational performance  The school district has an obligation to identify children who may need special education, but parent should refer if there are concerns  The parents must agree for the evaluation to proceed.

Special Education -- Eligibility

 School has 90 days from date of referral to beginning of services  If parent believes school evaluation is incomplete or wrong, parent can ask for an independent evaluation at school expense  School must either pay for the evaluation, or file a due process petition to allow a judge to decide if school is obligated to pay

Special Education -- Eligibility

 Eligibility is decided by a team of qualified personnel plus the parent  Parent may invite persons who have special expertise  Members of the team consider all information and then determine if child fits into one of the 14 eligibility categories

Categories of Eligibility

        Autistic Deaf Seriously emotionally disabled (formerly BED) Deaf-Blind Hearing impaired Multi-handicapped Intellectually disabled (formerly EMD, TMD) Orthopedically impaired      Other health impaired (includes ADD/ADHD) Specific learning disabled (includes dyslexia) Speech/language disabled Traumatic brain injured Visually impaired

Specific Learning Disabled

 A disorder of basic psychological processes involved in understanding or in using information  Manifests itself in the imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations  No medical test; may be determined by any of a number of alternative methods

Specific learning disabled

 Includes:      perceptual disabilities brain injury minimal brain dysfunction dyslexia developmental aphasia  Does not include       a learning problem that is primarily the result of: visual, hearing, or motor disabilities mental retardation emotional disturbance environmental, cultural, or economic disadvantage lack of appropriate instruction limited English proficiency

Specific learning disability

 Below average ≠ disabled  “Discrepancy model”  15-point discrepancy between   cognitive ability (measured on an IQ test) academic performance (measured on a standardized achievement test)

Response to Interventions

 A student with academic delays is given one or more research-validated interventions .

 The student's academic progress is monitored frequently  If the student fails to make good progress, this failure to 'respond to intervention' can be viewed as evidence of an underlying learning disability .

The IEP

   Each eligible child must have an Individualized Education Plan (IEP), revised at least annually IEP is “blueprint” for the child’s free, appropriate, public education in the least restrictive environment IEP must be written by a team of persons knowledgeable about the child and the child’s needs, including parents

The IEP

 Must be designed to meet child’s unique needs, and include:  Current performance       Measurable, objective annual goals  Short term benchmarks/objectives now only required for children who take alternate assessments A statement of the special education and related services, and supplementary aids and services to be provided Amount of special education to be provided Amount of related services to be provided Classroom and testing modifications Placement on continuum of settings

Follow up to IEP

IEP is revised annually, or as often as needed, to assure that child is making progress on goals Child is re-evaluated at least every three years, or more often if needed (but not more than once a year unless parent and school district agree)

Entitlement to FAPE

 A “FAPE” allows a child to make reasonable academic progress to grade. . For children with average cognitive skills, this generally means being taught the standard course of study, with appropriate supports & modifications, and passing from grade  A “FAPE” does not require services to “maximize the potential” of the student

FAPE

 Progress should be measurable   & measured. A parent has the right to ask for objective testing on a regular basis that reflects progress. A parent has the right to have progress on IEP goals periodic reports –as often as regular report cards go out -- of

Reasonable Progress

 Some ways to measure progress    Grades , if student is in standard curriculum Achievement of annual goals (so long as those goals change from year to year and represent progressively more sophisticated skills) Improvement on standardized measures compare student to nationally-normed standards that

Methodology

 As a general rule, a parent does not have a legal right to select a preferred methodology. School personnel may choose the methodology to be used.  Parents have the right to demand a methodology that works. A legal claim arises if the child does not make progress with the methodology chosen by the school personnel.

IEP Timelines

 After parental consent for evaluation, determination of eligibility must be accomplished within 60 days  After determination is made that a child requires special education, an IEP must be developed within 30 days  IEP shall be implemented “as soon as possible” following the IEP meeting  From referral to placement in appropriate program may not exceed 90 days

Private Services at Public Expense

 If the school district cannot provide services that allow a child to make reasonable educational progress, it must pay for those services to be provided privately  If the school district does not provide the services, a parent can unilaterally place the child in a private school and request reimbursement

Private Services at Public Expense

 If the parent unilaterally places his child in private school, he must:  Give the school district at least 10 days notice that he finds the IEP unacceptable, plans to place his child in private school, and demands tuition reimbursement  If the school district declines, parent must file a due process petition and prove that the child’s proposed IEP did not offer a FAPE and that the private school chosen was appropriate for the child

Discipline & Special Ed Students

 Disabled children are treated as “regular ed” students if they are suspended for fewer than 10 days (cumulative in a year) (i.e., no protections, no recourse)  Disabled children have additional rights for suspensions of more than 10 days (cumulative in a year, if suspensions form a pattern)

IDEA Discipline Protections

    Functional Behavior Assessment Behavior Intervention Plan Manifestation Determination Review Continuation of FAPE

Eligibility under “Section 504”

 Section 504 of the Rehabilitation Act of 1973, 29 USC 794 and 34 CFR 104  prohibits discrimination against disabled persons in educational institutions that receive federal funds (all public schools)  Like IDEA, requires that students with disabilities receive a free, appropriate public education

Eligibility under Section 504

 To be eligible for coverage by Section 504, an individual must    Have a physical or mental impairment that substantially limits a major life activity Have a record of such an impairment Be regarded as having such an impairment

“504 Plans”

  Students with disabilities that require some type of accommodation, but not necessarily “specialized instruction” are offered “504 Plans” “504 Plans” should outline what accommodations the student will receive (examples: special transportation, elevator pass, modified physical education, testing modifications, classroom modifications)

“504 Plans”

 Typically, a meeting is held with designated school personnel and parents to develop a plan  504 Plans have much less structure than IEPs  Enforcement is through a local grievance procedure, followed by a complaint to the federal Office of Civil Rights or a civil law suit.