Special Education Basics Shemica S. Allen of Personalized Learning Solutions, LLC
About the Presenter •Shemica S. Allen is the founder of Personalized Learning Solutions, LLC. •Former educator with 15 years of teaching and administration experience working with students/individuals with disabilities and their parents/guardians. •Received a Bachelor of Science in Education from the University of Arkansas in 1999 and a Master of Science in Kinesiology with a specialization in Adapted Physical Activity in 2005 from Texas Christian University. Certified to teach Special Education and Physical Education and also received her Principal certification in 2010 •Began my teaching career in 2000 teaching cardiac education classes in two cardiac rehabilitation programs in the Dallas-Fort Worth Metroplex. Started teaching in public education in 2003 with my first teaching position being teaching Adapted Physical Education and coaching Special Olympics in Fort Worth ISD. Later moved on to teach a self-contained Life Skills class and coach Special Olympics at a middle school in Mansfield ISD. •Kept advancing in my career in the area of Special Education after I received her Principal certification and later gained experience as a Lead Case Manager/Response to Intervention Coordinator at a middle school in Crowley ISD, Special Education Team Lead at a high school in McKinney ISD, and Vocational Adjustment Coordinator in Garland ISD. I also has experience as a Life Skills Teacher, Content Mastery Teacher, Homebound Teacher, and In Home Trainer. •Recently elected Co-Chair & named to the Special Education Continuing Advisory Committee (SECAC) for Texas in December 2017 to help make decisions to improve Special Education in the state.
IEP (Individualized 504 Plan Education Program) Basic Description Basic Description A blueprint or plan for a child’s special A blueprint or plan for how a child will have education experience at school. access to learning at school. What it Does What It Does Provides individualized special education Provides services and changes to the learning and related services to meet the unique needs environment to meet the needs of the child as of the child. These services are provided at no adequately as other students. These services cost to parents. are provided at no cost to parents. What Law Applies What Law Applies The Individuals with Disabilities Education Act Section 504 of the Rehabilitation Act of 1973. (IDEA). This is a federal special education law for This is a federal civil rights law to stop children with disabilities. discrimination against people with disabilities. Who is Eligible Who is Eligible A child has one or more of the 13 specific A child has any disability, which can include disabilities listed in IDEA. Learning and attention many learning or attention issues. issues may qualify. The disability must interfere with the child’s The disability must affect the child’s ability to learn in a general education classroom. educational performance and/or ability to learn and benefit from the general education curriculum.
IEP (Individualized 504 Plan Education Program) Who Creates The Program/Plan What’s In The Program/Plan There are strict legal requirements about who Team of people who are familiar with the child and participates. Team must include: who understand the evaluation data and special The child’s parent services options. This might include: At least one of the child’s general education teachers The child’s parent At least one special education teacher General and special education teachers School psychologist or other specialist who can The school principal interpret evaluation results A district representative with authority over special education services What’s In The Program/Plan What’s In The Program/Plan Learning goals for a child and describes the services the school will Generally includes the following: give. It’s a written document that includes: Specific accommodations, supports, or services for the The child’s present levels of academic and functional performance— child how the child is currently doing in school Annual education goals for the child and how the school will track Names of who will provide each service progress Name of the person responsible for ensuring the plan The services the child will get—this may include special education, is implemented related, supplementary, and extended school year services The timing of services—when they start, how often they occur, and how long they last Any accommodations—changes to the child’s learning environment Any modifications—changes to what the child is expected to learn or know How the child will participate in standardized tests How the child will be included in general education classes and school activities
Individuals with Disabilities Education Act (IDEA) • The Individuals with Disabilities Education Act (IDEA) is a federal law ensuring services to children with disabilities throughout the nation. IDEA governs how states and public agencies provide early intervention, special education and related services to more than 6.5 million eligible infants, toddlers, children and youth with disabilities. Infants and toddlers with disabilities (birth-2) and their families receive early intervention services under IDEA Part C. Children and youth (ages 3-21) receive special education and related services under IDEA Part B. • The purpose of IDEA is: to ensure that all children with disabilities have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education employment and independent living. 34 CFR §300.1(a) CFR-Code of Federal Regulations • The State of Texas implements IDEA Part B and Part C and ensures that special education services shall be provided to eligible students in accordance with all applicable federal law and regulations, state statutes, rules of the State Board of Education (SBOE) and commissioner of education, and the State Plan Under Part B of the Individuals with Disabilities Education Act (IDEA). 19 TAC §89.1001(a) TAC-Texas Administrative Code • To qualify for special education, students must have been evaluated in accordance with the Individuals with Disabilities Education Improvement Act (IDEIA) of 2004, and meet disability condition criteria in at least one of the following areas: Autism Deaf-Blindness Deafness Emotional Disturbance Hearing Impairment (including deafness) Intellectual Disability Multiple Disabilities Orthopedic Impairment Other Health Impairment Specific Learning Disability Speech Impairment Traumatic Brain Injury Visual Impairment (including blindness) 34 CFR §300.8–Child with a disability, Section of CFR that explains each of the 13 disabilities.
Special Education Timelines The written request will trigger specific timelines that the school must follow. One way to remember these timelines is 15 – 45 –30. • The school has 15 school days to provide parents with an opportunity to provide written consent for the evaluation. After receiving the written request or if the school refuses to conduct the evaluation, the school must provide parents a notice of their procedural safeguards that explains their rights under the law. • The school district has 45 school days to conduct the evaluation after receiving a signed consent from a parent or guardian. • The school has 30 calendar days after completing the evaluation to hold an ARD meeting to review the results of the evaluation determine eligibility and develop an IEP if a child is found eligible for services. • School days do not include any day that a student is not in school, such as: Weekends, Student Holidays, Staff Development Days, Spring Break, Winter Break, and Summer Break.
After the Full Individual Evaluation (FIE) is Complete • ARD meeting is held to discuss initial placement & eligibility • If student meets disability condition criteria for at least one of the 13 disabilities under IDEA and has an educational need for specially designed instruction then an IEP is developed. • ARD meetings are held annually to discuss student’s progress & develop a need IEP.
Components of an Individualized Education Program (IEP) • A statement of the child’s Present Levels of Academic Achievement and Functional Performance (PLAAFP) • A statement of the child’s Eligibility Category • A statement of Annual, Measurable Goals • A statement of how Progress will be Measured • A statement of the Special Education, Related Services, and Supplementary Aids/ Services provided to the child • A statement of the child’s Program Modifications, Accommodations, and Supports for School Personnel • A statement of Participation with Non-disabled Children • A statement of any Accommodations that the child is receiving on State or District Wide Assessments • The Projected Date for the Beginning of Services, Frequency, Location, and Duration • A statement of Transition Service Needs/Needed Transition Services. • A statement that the child has been informed of his or her rights when they Reach the Age of Majority • A statement describing the child’s appropriate placement in the Least Restrictive Environment
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