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Move in Ready condition! If the evaluation results indicate that your child meets the definition of one or more of the disabilities listed under IDEA and needs special education and related services, the results will form the basis for developing your child's IEP. These categories are: Autism Deafness Deaf-blindness Developmental delay Emotional disturbance Hearing impairment Intellectual disability Multiple disabilities Orthopedic impairment Other health impairment Specific learning disability Speech or language impairment Traumatic brain injury Visual impairment, including blindness.
To find out more about these disabilities and how IDEA defines them you will find them defined in the glossary. Having a disability, though, does not necessarily make a child eligible for special education. Consider this language from the IDEA regulations: "Child with a disability means a child evaluated as having one of the disabilities listed above and who, by reason thereof, needs special education and related services. Many children have disabilities that do not bring with them the need for extra educational assistance or individualized educational programming.
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If a child has a disability but is not eligible under IDEA, he or she MAY be eligible for the protections afforded by other laws-such as Section of the Rehabilitation Act of , as amended. It's not uncommon for a child to have a plan at school to address disability-related educational needs.
Such a child will receive needed assistance but not under IDEA. The Individualized Education Plan - The Blueprint for Special Education The Big Picture The IEP has two general purposes: 1 to establish measurable annual goals for the child; and 2 to state the special education and related services and supplementary aids and services that the Fairfield Public Schools will provide to the student.
When constructing an appropriate educational program for a child with a disability, the IEP team broadly considers the child's involvement and participation in three main areas of school life: the general education curriculum, extracurricular activities, and Non-academic activities. General education curriculum is defined as the subject matter provided to all children and the associated skills they are expected to develop and apply. Examples include math, science, history, and language arts.
Extracurricular activities and non-academic activities are defined as school sponsored activities that fall outside the realm of the general curriculum. These are usually voluntary and tend to be more social than academic. They typically involve others of the same age and may be organized and guided by teachers or other school personnel.
Examples: yearbook, school newspaper, school sports, school clubs, lunch, recess, band, pep rallies, assemblies, field trips, after-school programs, recreational clubs. The IEP is the blueprint, or plan, for the special education experience of a child with a disability across these school environments.
Who Develops the IEP? The IEP is developed by a team of school personnel and the child's parents. This team meets at least once a year and more often, if necessary. Team members work together to craft an education that will address the child's individual needs and enable the child to participate in general education and school activities, learning alongside his or her nondisabled peers to the maximum extent appropriate LRE.
The IEP team then puts its crafted plan down in writing-resulting in the IEP that will guide the delivery of the child's special education and related services. When the members of a child's IEP team sit down together and consider how the child will be involved in and participate in school life, they must be sure that the resulting IEP contains the specific information required by IDEA.
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The IDEA requires that each IEP contain the following: A statement of the child's present levels of academic achievement and functional performance , including how the child's disability affects his or her involvement and progress in the general education curriculum; A statement of measurable annual goals , including academic and functional goals; A description of how the child's progress toward meeting the annual goals will be measured, and when periodic progress reports will be provided; A statement of the special education and related services and supplementary aids and services to be provided to the child, or on behalf of the child; The projected date for the beginning of the services and modifications, and the anticipated frequency, location, and duration of those services and modifications.
IDEA requires that, beginning not later than the first IEP to be in effect when the child turns 16, or younger if determined appropriate by the IEP team, the IEP must include: measurable postsecondary goals based upon age-appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills; and The transition services including courses of study needed to assist the child in reaching those goals.
Also, beginning no later than one year before the child reaches the age of 18, the IEP must include: A statement that the child has been informed of the child's rights under Part B of IDEA if any that will transfer to the child on reaching the age of majority. All members of the team, including the parents, should come to the table with an open mind ready to listen to the varied perspectives of the entire team.
Each and every individual with a disability presents with a different constellation of strengths and challenges that require a creative and collaborative approach to planning. Successful teams understand from the beginning that this process is complex and dynamic and must respond to the changing needs of a student throughout their educational career. Open and honest communication is essential to the process.
Meetings during the year can be held to adjust to changing needs. Any member of the team, including parents, can request a PPT to discuss progress and ask the team to consider adjustments based on that progress. PPT meetings are scheduled at mutually agreeable times for all team members. There are 5 primary types of PPT meetings. Each has a distinct purpose. Click on the links below to see them described in detail.
Bureau staff will not look into any part of a complaint that is also part of a due process hearing until the final hearing decision has been made. If an issue raised in a complaint was already decided in a due process hearing with the same parties, the hearing decision is final and the issue raised in the complaint will not be reviewed. Similarly, if an issue involving the same parties was decided in a due process hearing, the issue will not be considered through the complaint resolution process. A complaint alleging that a school district has failed to carry out a final decision of a due process hearing must be resolved by the Bureau of Special Education of the State Department of Education.
How long do I have to file a complaint? A complaint must be filed within one year of the time it is believed that the school district failed to follow the law. How will I be notified of the results of the complaint investigation? A written report of findings, conclusions, corrective action and recommendations, if appropriate, will be mailed within 60 calendar days of receipt of the request, unless an extension is granted for extenuating circumstances.
Box , Room Hartford, CT - FAX: The complaint should state the following: that the school district is not carrying out IDEA or state laws that protect children with disabilities and the facts on which the complaint is based. Due Process Directions and Forms. Conflict Resolution Process - What if we can't agree Due Process Hearing The due process hearing is a legal process in which a hearing officer appointed by the Due Process Unit of the Bureau of Special Education, State Department of Education, decides the resolution of a disagreement between you and the school district.