Special Education: The Basics Rachel J. Valleley, Ph.D. Munroe Meyer Institute

Federal Laws Pertaining to Special Education Individuals with Disabilities Education Act (IDEA) Designed to ensure that all children with disabilities receive a free and “appropriate” public education Section 504 (Rehabilitation Act of 1973): Federal fund recipients make programs accessible to persons with disabilities

State Law Rule 51: Nebraska’s interpretation of IDEA Rules & regulations for special education programs Eligibility categories IEP requirements Discipline Due Process

IDEA Components Individual Education Plan (IEP)/Individualized Family Service Plan (IFSP, for children under 3) Served in the Least Restrictive Environment (LRE) Parents are integral part of child’s education & must give written consent Reevaluation every 3 years Plan for transition no later than 14

The Process Student Assistance Teams Evaluation/Eligibility IEP/IFSP Development Placement Progress monitored & reported to parents Yearly IEP reviews

Student Assistance Teams Organized to assist teachers in problem solving to address learning and behavior problems BEFORE referral for evaluation May include regular education teacher, counselor, psychologist, administrators If interventions do not work, child is referred to have a multidisciplinary team evaluation

Evaluation/Eligibility Referred from SAT or parents can request evaluation Parents must consent before evaluation Initial evaluation determines if child has a disability and needs Special Education present levels of performance & educational needs Results help develop IEP

Evaluation/Eligibility Independent Educational Evaluation If parent disagrees with evaluation results, IEE provided at school expense Reevaluation At least every three years or more often Child continues to have disability? Present level of performance & educational needs

Eligibility The Multidisciplinary Team (MDT): a group of qualified professionals AND the parents determine the need for special education & related services based on the evaluation

Nebraska’s Eligibility Categories Autism Behavioral Disorder Deaf-Blindness Deafness &Hearing Loss Mental Handicap Multiple Impairments Orthopedic Impairments Other Health Impaired Specific Learning Disabilities Speech-Language Impairments Traumatic Brain Injury Visual Impairments Developmental Delay

IEP Development A working document that outlines a child’s educational program Written goals & objectives How progress will be monitored Accommodations/modifications Related services Dates, duration, & frequency of services Must be reviewed at a minimum annually

IEP Goals Annual Goal: A statement of what a student is expected to accomplish in a year Objective: Intermediate steps between the student’s present level of performance & the related annual goal Goals should be measurable, observable, & functional Address both academic & nonacademic needs (behavior skills, job skills, independent living, social skills)

Accommodations Changes made to teaching environment Should be listed on IEP Include physical arrangement of room, lesson presentation, assignments & homework, test taking, organization, behavior management

Placement Least Restrictive Environment: As much as possible, child participates & interacts with non-disabled, age- appropriate students in all activities Regular Education to Inpatient Considerations: Where can the child’s goals/objectives best be met? Will provision of services to the child disrupt the education of other students in the classroom?

Parent Rights Prior written notice evaluation, verification, or placement of child Written Consent must be given before evaluation Review records Independent Educational Evaluation Complaints to the state Due process hearing Civil action

Questions?