Education Articles of Interest
 
Council for Exceptional Children
IDEA - Summary - 2007

Committee on Education Funding
    
Education & The Workforce Committee
 
Education Week online Magazine
 
Disability Scoop - online Magazine


Continuing Education Adult education, GED, training, programs

 

Council of Parent Attorneys and Advocates (Copaa)
 
Early Intervention Part - C IDEA New Regulations

 

Special Education Transition - AB 114

 

 

 

 

 

 

Your Comments


The Area Board would like to hear from parents regarding Districts' interpretation of recent changes to federal law and California's' subsequent reaction to those changes which allow only a small proportional amount of dollars for special education services and supports to children unilaterally placed by parents in private schools.

Recent clarification to federal special education law regarding the use of federal dollars for special education services has moved California to interpret that only federal dollars need be used to serve children in private schools. The interpretation by some districts mean that children who have previously been receiving special education services from their local district would now be limited to a finite amount of dollars and that what was formally called an IEP is now something quite different. Further, some California districts believe that they no longer have to provide the services outlined in the IEP to the extent that they had heretofore.

The Area Board would like to know your stories regarding this matter. Have you been told by your District that your child, placed in a private school by you, no longer is entitled to all the special education services he/she was receiving? Send your stories to michaelr@areaboard3.org.
 



Parent Participation 

Parents must be:

  • Included on the team that determines the child's eligibility for services.
  • Part of the "IEP TEAM" that develops, reviews and revises the IEP.
  • Included in the group that makes decisions about the educational placement of their child.

Access to Information:

  • Parents are entitled to a copy of the evaluation report and documentation of the eligibility determination.
  • Notice of the determination that there was no need for additional data to determine the child's initial or continued eligibility and the reasons for it.
  • Notice of their right to request an eligibility assessment.
 

In Conducting The Evaluation a Local Education Agency (LEA) Must:

  • Use a variety of assessment tools and strategies to gather relevant functional and developmental information, including information provided by the PARENT.
  • Not use any single procedure as the sole criterion for determining the child's eligibility or the child's appropriate educational program.
  • Use technically sound instruments to assess the relative contribution of cognitive and behavioral factors, in addition to physical or developmental factors.
  • Ensure the tests and other evaluation materials are selected and administered so as not to be discriminatory on a racial or cultural basis and that they are provided in the child's native language or mode of communication, unless clearly not feasible to do so.
  • Ensure that standardized tests given to the child have been validated for the specific purpose used, administered to trained and knowledgeable personnel and administered following the instructions provided by the producer of the test.
  • Ensure that the child is assessed in all areas of suspected disability.
  • Ensure provision of assessment tools and strategies yielding relevant information that directly assists persons in determining the child's educational needs.

 

IEP Contents:

  • Present Educational Performance.
  • Measurable Annual Goals.
  • Special Education, Aids and Services, and Program Modifications and Supports.
  • Degree of LRE: Explanation of the extent to which the child will not participate with non disabled students in the regular class and in extracurricular and nonacademic activities.
  • Modifications to State and District wide Assessments.
  • Commencement, Frequency, Location and Duration of Services and Modifications.
  • Transition Needs and Services: Starting at age 14.
  • Progress Measurements and Reports.

 

Stay Put Provision:

  • A child with a disability MUST remain in his or her current placement during the pendency of any due process proceeding, UNLESS:
  • The child's parents and the educational agency agree otherwise.
  • School personnel unilaterally - suspend or place the child in an interim alternative educational setting or another setting for 10 days or less or place the child in an interim alternative educational setting for 45 days or less for an offense involving weapons, illegal drugs, or controlled substance.
  • A hearing officer, upon the request of the school personnel, orders a change in placement to an interim alternative educational setting for 45 days or less because the child's current placement is substantially likely to result in injury to the child or others.