The document discusses requirements and best practices for exiting students from special education. It covers three key areas:
1) Exiting based on determining a student no longer meets eligibility criteria, which requires reassessing the student in all suspected disability areas and documenting that the student no longer needs special education. Assessments must consider all available information and address all suspected areas of disability.
2) Properly convening IEP meetings, providing proper notice, and ensuring the IEP team makes exiting decisions rather than predetermining outcomes. Districts must also provide prior written notice of any decision to exit a student.
3) Case examples where districts failed to conduct comprehensive assessments, consider all relevant information, or provide proper
Advanced Database Systems Ch 1 - Review.pdfvtunali
This document provides an overview of key database concepts including: the relational data model with tables, keys, relationships, and normalization; database management systems; SQL for defining, manipulating, and querying data; and advanced techniques like joins, set operations, and subqueries. It defines common data models, relational structures, and the SQL language for working with relational databases. Normalization is covered as a way to minimize redundancy and anomalies in tables.
Dokumen tersebut membahas tiga metode pengurutan data, yaitu pengurutan gelembung, penyisipan, dan cepat. Metode gelembung mengurutkan data dengan membandingkan dan menukar posisi elemen bersebelahan, penyisipan dengan menyisipkan elemen ke posisi yang tepat, sedangkan cepat dengan membagi data menjadi beberapa kelompok lalu mengurutkan masing-masing kelompok.
This document discusses legal requirements regarding the provision of one-to-one aides for students with disabilities. It summarizes two case examples where administrative law judges found that districts denied students a free appropriate public education (FAPE) by failing to provide a one-to-one aide. The document also outlines lessons for determining a student's need for an aide, including collecting data, observing the student, and considering alternative supports before assigning an aide. Overall, the document provides guidance on when districts must provide a one-to-one aide as part of FAPE.
The document provides an overview of related services under IDEA and California law. It defines related services as transportation and other supportive services required to help a child with a disability benefit from special education. Specific related services discussed include physical therapy, occupational therapy, adapted physical education, transportation, and more. Case examples demonstrate how determinations of related service needs must be made on an individualized basis.
This document discusses assistive technology and its uses for people with disabilities. It defines assistive technology as tools that help people with everyday activities by working around specific deficits. Assistive technology includes both high-tech and low-tech devices that can help people of all ages with learning disabilities reach their full potential. The document also outlines several laws related to assistive technology and provides examples of specific assistive technologies such as FM systems, screen readers, alternative keyboards, and speech recognition software.
This document provides a summary of new decisions from the California Office of Administrative Hearings (OAH) related to special education law. Key cases addressed issues such as behavior, discipline, eligibility, independent educational evaluations, individualized education program implementation, least restrictive environment, and student nonattendance. The summaries explain the facts, decisions, and significance of each case. Overall, the document aims to inform readers about recent developments in special education legal issues decided by the OAH.
Assistive Technology for Students with Moderate to Severe ImpairmentsSpectronics
These are the slides from the full-day Preconference Workshop presented by Amanda Hartmann, Speech Pathologist, Spectronics, for Special Educators as a part of the SPED Conference in Singapore, November 2014. It covers information on a variety of Assistive Technology to support Early Learning, Communication, Literacy, Behaviour and Social Skills.
This document provides strategies for teaching augmentative and alternative communication (AAC) to students. It discusses traditional instruction methods like labeling and navigation practice, and their limitations. Alternative instructional strategies presented include functional communication teaching, aided language input, joint action routines, sabotage, recasting and expanding utterances, following the student's lead, prompting hierarchies, and momentum strategies. Each strategy is explained with examples and its goal. The document aims to move beyond non-communicative instruction to more functional and motivating AAC teaching.
Advanced Database Systems Ch 1 - Review.pdfvtunali
This document provides an overview of key database concepts including: the relational data model with tables, keys, relationships, and normalization; database management systems; SQL for defining, manipulating, and querying data; and advanced techniques like joins, set operations, and subqueries. It defines common data models, relational structures, and the SQL language for working with relational databases. Normalization is covered as a way to minimize redundancy and anomalies in tables.
Dokumen tersebut membahas tiga metode pengurutan data, yaitu pengurutan gelembung, penyisipan, dan cepat. Metode gelembung mengurutkan data dengan membandingkan dan menukar posisi elemen bersebelahan, penyisipan dengan menyisipkan elemen ke posisi yang tepat, sedangkan cepat dengan membagi data menjadi beberapa kelompok lalu mengurutkan masing-masing kelompok.
This document discusses legal requirements regarding the provision of one-to-one aides for students with disabilities. It summarizes two case examples where administrative law judges found that districts denied students a free appropriate public education (FAPE) by failing to provide a one-to-one aide. The document also outlines lessons for determining a student's need for an aide, including collecting data, observing the student, and considering alternative supports before assigning an aide. Overall, the document provides guidance on when districts must provide a one-to-one aide as part of FAPE.
The document provides an overview of related services under IDEA and California law. It defines related services as transportation and other supportive services required to help a child with a disability benefit from special education. Specific related services discussed include physical therapy, occupational therapy, adapted physical education, transportation, and more. Case examples demonstrate how determinations of related service needs must be made on an individualized basis.
This document discusses assistive technology and its uses for people with disabilities. It defines assistive technology as tools that help people with everyday activities by working around specific deficits. Assistive technology includes both high-tech and low-tech devices that can help people of all ages with learning disabilities reach their full potential. The document also outlines several laws related to assistive technology and provides examples of specific assistive technologies such as FM systems, screen readers, alternative keyboards, and speech recognition software.
This document provides a summary of new decisions from the California Office of Administrative Hearings (OAH) related to special education law. Key cases addressed issues such as behavior, discipline, eligibility, independent educational evaluations, individualized education program implementation, least restrictive environment, and student nonattendance. The summaries explain the facts, decisions, and significance of each case. Overall, the document aims to inform readers about recent developments in special education legal issues decided by the OAH.
Assistive Technology for Students with Moderate to Severe ImpairmentsSpectronics
These are the slides from the full-day Preconference Workshop presented by Amanda Hartmann, Speech Pathologist, Spectronics, for Special Educators as a part of the SPED Conference in Singapore, November 2014. It covers information on a variety of Assistive Technology to support Early Learning, Communication, Literacy, Behaviour and Social Skills.
This document provides strategies for teaching augmentative and alternative communication (AAC) to students. It discusses traditional instruction methods like labeling and navigation practice, and their limitations. Alternative instructional strategies presented include functional communication teaching, aided language input, joint action routines, sabotage, recasting and expanding utterances, following the student's lead, prompting hierarchies, and momentum strategies. Each strategy is explained with examples and its goal. The document aims to move beyond non-communicative instruction to more functional and motivating AAC teaching.
This document provides an overview of Chapter Ten which discusses supporting families of children with special needs. It covers the history and influences leading to special education legislation, key laws such as IDEA that protect students with disabilities, the identification and services provided to gifted students, processes for evaluating children's needs and creating individualized plans, the rights of parents, and considerations for working with culturally diverse families.
Assistive technology allows children with disabilities to focus on their strengths and succeed in the classroom by reducing barriers to their education. Laws such as the ADA and IDEA govern assistive technology to ensure equality for children with special needs. There are many types of assistive technology that can aid those with physical, sensory, or learning disabilities. Examples include screen magnifiers, hearing aids, speech recognition software, and devices that allow alternative access to computers for those unable to use standard keyboards or mice. When developing IEPs, assistive technology should be considered to help each child achieve.
Implementation of Proloquo2Go for Students with AAC NeedsEric Sailers
This presentation shows how to implement evidence-based practices with Proloquo2Go, an iOS app for augmentative and alternative communication. Strategies highlighted include core words, aided language stimulation, and descriptive teaching.
Special Education Students in the Face of Common Core Standards: A Common Mis...Ernest Bell
This document provides an overview of key considerations for implementing Common Core State Standards for special education students. It discusses the background of CCSS, considerations for administrators, developing standards-based goals and objectives, accommodations, and specifics of CCSS for language arts and mathematics. Examples are provided to demonstrate how to unpack standards and write measurable goals aligned to a student's present levels of performance.
Handout for a workshop presented for SPOT on DD in August 2011. Video files have been removed for privacy reasons.
Further resources and links
AAC Myths and Legends
Romski, M.A. & Sevcik, R.A. (2005). Augmentative communication and early intervention: Myths and realities. Infants & Young Children, 18:3, 174-185
YAACK http://aac.unl.edu/yaack/
DynaVox Implementation Toolkit http://www.dynavoxtech.com/implementation-toolkit/learning-paths/list/?id=7
Communicative Competence
Light, J. Toward a Definition of Communicative Competence for Individuals using Augmentative and Alternative Communication Systems,(1989). Augmentative and Alternative Communication,5, 137-144
Aided Language Displays
ComTEC Information Sheet on Aided Language Displays
Communication Displays for Engineered Adolescent Environments from Pamela Elder and Carol Goossens’
Boardmaker Share
CHAT-Now
CHAT-Now (manual and CD)
Pragmatics
Dewart and Summers Pragmatics Profile
PODD
Pragmatically Organised Dynamic Displays (PODD)
PODD Communication Books: Direct Access Templates
Videos of Callaghan using PODD (from YouTube)
Core Vocabulary
Core Vocabulary list from University of Lincoln Nebraska
WordPower video (from YouTube)
Pixon
Core Vocabulary board to supplement ALDs from Disability Services Commission, WA
The Language Stealers video (from YouTube)
Communication Technology
Range of speech generating devices from Spectronics
DynaVox Devices
DynaVox Vmax with EyeMax
iPad/iPod touch Apps for AAC list
AAC Apps – Speaking Appropriately
AAC RERC White Paper: Mobile Devices and Communication Apps
Small Talk
SmallTalk for Children and Adults
Sequenced Social Scripts
One Voice video (from YouTube)http://www.youtube.com/watch?v=w5ZlUnU8Oeo
This document discusses strategies for working with students who have special needs. It outlines various conditions that may require special education services, such as learning disabilities, ADHD, and autism. Key strategies discussed include developing individualized education plans that set learning goals and accommodations for each student. The document also explores assistive technologies like hearing aids, text-to-speech software, and voice recognition programs that can help students with impairments. Additional methods mentioned are graphic organizers, timers, smart pens, and clickers that aid focus and comprehension. The overall goal is to improve educational outcomes through tailored support.
The document discusses why students with special needs should be included in general education classrooms. The Individuals with Disabilities Education Act requires that students with disabilities be educated alongside their non-disabled peers to the maximum extent appropriate. For inclusion to be successful, certain attitudes, services, supports, collaboration practices, instructional methods, and a cooperative learning environment need to be in place. A sample scenario is provided showing how two teachers implement inclusive practices through co-teaching, individualized instruction, peer support, and collaborative planning.
Edsc310-Supporting Students with Special NeedsThanh Nguyen
This document discusses strategies for ensuring students with special needs understand instructions in secondary classrooms. It identifies various types of special needs including learning disabilities, intellectual disabilities, and English language learners. It then outlines five key strategies: 1) gain students' full attention; 2) provide both written and oral instructions; 3) repeat instructions; 4) chunk instructions into smaller pieces; and 5) have students demonstrate their understanding through tell-backs and show-mes rather than just asking if they understand. The strategies are meant to reduce confusion, enhance memory and understanding, and decrease frustration for students with special needs.
Skill of increasing student participation in inclusive settingsBharti8
The document discusses concepts related to inclusive education including inclusion, diversity, and teaching skills to increase student participation in inclusive classrooms. It provides strategies for creating an inclusive learning environment such as using active learning techniques like questioning, group discussions, activities, and real-world examples. The purpose is to engage all students, including those with special needs, in meaningful ways. It also suggests considering different scenarios and options for participation that could work for students with various abilities.
First, teachers should attract students' attention using humor, engaging questions, and visual aids like pictures to make the learning more interesting. Second, teachers should provide achievable tasks and activities that allow students to feel a sense of accomplishment through positive feedback. Finally, relating lessons to students' experiences and allowing some freedom and fun can further increase motivation by meeting their needs and making the learning process more successful and long-lasting.
This module discusses student diversity and challenges teachers to identify factors contributing to diversity, demonstrate a positive attitude towards diversity, and develop teaching strategies that consider student differences. It identifies key factors of diversity as socioeconomic status, thinking/learning styles, and exceptionalities. The module encourages teachers to recognize that all students are unique and provides an activity to raise awareness of diversity in the classroom.
Special needs education powerpoint educ100randeepsohal
This document discusses children with special needs, including common diagnoses like cerebral palsy, autism, Down syndrome, and speech/language delays. It addresses issues like rising numbers of special needs children versus stagnant school budgets. It also discusses resources that can help special needs children, cruel treatment some receive, equality, and ways to improve the school system to better support these children.
This is a workshop to demonstrate how riveting motivating students in the interlearning process is. Just some aspects to be considered in the classroom management
Motivation PowerPoint Slides include topics such as: understanding needs vs. wants, factors for motivation, employee rewards, offering praise/recognition, types of motivation, job enrichment, the role of money and motivation, incentive programs, motivation ironies, boosting efficiency, 30 ways to motivate, Maslow's hierarchy, how to's and more. Slides can easily be tailored to your specific needs (make handouts, create overheads and use them with an LCD projector) and are available for license. 100+ PowerPoint presentation content slides. Each slide includes slide transitions, clipart and animation. System & Software Requirements: IBM or MAC and PowerPoint 97 or higher. You may use this product over and over again. Royalty Free - Use Them Over and Over Again. Once purchased, download instructions will be sent to you via email. (PC and MAC Compatible).
This document discusses special education laws and responsibilities regarding students with disabilities and nonattendance issues. It covers California's compulsory attendance rules, defining truancy, child find obligations, eligibility determinations for students with emotional disturbances, addressing nonattendance in IEPs, and placement considerations. The document provides examples of court cases related to these issues and tips for IEP teams in evaluating and assisting students with nonattendance problems.
The document provides information about special education laws and procedures for families. It discusses:
- The purpose of the Individuals with Disabilities Education Act (IDEA) is to ensure students with disabilities have access to a free and appropriate public education.
- The evaluation process, including consent forms, timelines, assessments, and team meetings to determine eligibility.
- Eligibility is determined by whether the student has a disability, is not making effective progress due to the disability, and requires specialized instruction.
- Key terms like "effective progress" and "specialized instruction" are defined.
Presented by the Parent Training and Information Center at the Federation for Children with Special Needs, this slideshow is designed to walk you through the special education process as it unfolds, from the application procedure to the dispute resolution process. Understanding this material will help you to better collaborate with your IEP team and to become a better advocate for your child.
The document summarizes the six key principles of the Individuals with Disabilities Education Act (IDEA): (1) a free appropriate public education, (2) appropriate evaluation, (3) an individualized education program, (4) least restrictive environment, (5) parent and student participation in decision making, and (6) procedural safeguards. It provides an overview of each principle and the rights they afford to students with disabilities and their parents.
What does a principal need to know about special education eligibilityANALUZFUENTEBELLA
The document discusses the process for determining if a student is eligible for special education services. It begins with pre-referral interventions in the general education classroom if a student is struggling. If the issues persist, the student is referred for a special education evaluation. An initial meeting is then held with the student's teachers, parents, and principal to review data and determine if testing is warranted. With parental consent, assessments are conducted to evaluate the student's needs. The results are then reviewed by the team to determine if the student qualifies for special education services or related services like speech therapy. The principal must ensure all procedures and timelines are followed correctly.
The document discusses school-based services for students with disabilities. It describes the categories of disabilities that students may have as well as the process for referring a student for special education evaluation. This involves gathering data, providing interventions, and monitoring progress. If a disability is suspected after inadequate response to interventions, a full individual evaluation will determine eligibility. An Admission Review Dismissal Committee will then develop an Individualized Education Program if needed. A continuum of special education services and protections under Section 504 are also outlined.
The document provides an overview of extended school year (ESY) services for students with disabilities:
1) ESY services are provided beyond the regular school year to prevent regression of skills over breaks and support receipt of a free and appropriate public education.
2) The IEP team determines if a student needs ESY based on likelihood of regression and recoupment difficulties, not on category of disability.
3) ESY services must be comparable in quality and scope to the student's program during the regular school year.
This document provides an overview of Chapter Ten which discusses supporting families of children with special needs. It covers the history and influences leading to special education legislation, key laws such as IDEA that protect students with disabilities, the identification and services provided to gifted students, processes for evaluating children's needs and creating individualized plans, the rights of parents, and considerations for working with culturally diverse families.
Assistive technology allows children with disabilities to focus on their strengths and succeed in the classroom by reducing barriers to their education. Laws such as the ADA and IDEA govern assistive technology to ensure equality for children with special needs. There are many types of assistive technology that can aid those with physical, sensory, or learning disabilities. Examples include screen magnifiers, hearing aids, speech recognition software, and devices that allow alternative access to computers for those unable to use standard keyboards or mice. When developing IEPs, assistive technology should be considered to help each child achieve.
Implementation of Proloquo2Go for Students with AAC NeedsEric Sailers
This presentation shows how to implement evidence-based practices with Proloquo2Go, an iOS app for augmentative and alternative communication. Strategies highlighted include core words, aided language stimulation, and descriptive teaching.
Special Education Students in the Face of Common Core Standards: A Common Mis...Ernest Bell
This document provides an overview of key considerations for implementing Common Core State Standards for special education students. It discusses the background of CCSS, considerations for administrators, developing standards-based goals and objectives, accommodations, and specifics of CCSS for language arts and mathematics. Examples are provided to demonstrate how to unpack standards and write measurable goals aligned to a student's present levels of performance.
Handout for a workshop presented for SPOT on DD in August 2011. Video files have been removed for privacy reasons.
Further resources and links
AAC Myths and Legends
Romski, M.A. & Sevcik, R.A. (2005). Augmentative communication and early intervention: Myths and realities. Infants & Young Children, 18:3, 174-185
YAACK http://aac.unl.edu/yaack/
DynaVox Implementation Toolkit http://www.dynavoxtech.com/implementation-toolkit/learning-paths/list/?id=7
Communicative Competence
Light, J. Toward a Definition of Communicative Competence for Individuals using Augmentative and Alternative Communication Systems,(1989). Augmentative and Alternative Communication,5, 137-144
Aided Language Displays
ComTEC Information Sheet on Aided Language Displays
Communication Displays for Engineered Adolescent Environments from Pamela Elder and Carol Goossens’
Boardmaker Share
CHAT-Now
CHAT-Now (manual and CD)
Pragmatics
Dewart and Summers Pragmatics Profile
PODD
Pragmatically Organised Dynamic Displays (PODD)
PODD Communication Books: Direct Access Templates
Videos of Callaghan using PODD (from YouTube)
Core Vocabulary
Core Vocabulary list from University of Lincoln Nebraska
WordPower video (from YouTube)
Pixon
Core Vocabulary board to supplement ALDs from Disability Services Commission, WA
The Language Stealers video (from YouTube)
Communication Technology
Range of speech generating devices from Spectronics
DynaVox Devices
DynaVox Vmax with EyeMax
iPad/iPod touch Apps for AAC list
AAC Apps – Speaking Appropriately
AAC RERC White Paper: Mobile Devices and Communication Apps
Small Talk
SmallTalk for Children and Adults
Sequenced Social Scripts
One Voice video (from YouTube)http://www.youtube.com/watch?v=w5ZlUnU8Oeo
This document discusses strategies for working with students who have special needs. It outlines various conditions that may require special education services, such as learning disabilities, ADHD, and autism. Key strategies discussed include developing individualized education plans that set learning goals and accommodations for each student. The document also explores assistive technologies like hearing aids, text-to-speech software, and voice recognition programs that can help students with impairments. Additional methods mentioned are graphic organizers, timers, smart pens, and clickers that aid focus and comprehension. The overall goal is to improve educational outcomes through tailored support.
The document discusses why students with special needs should be included in general education classrooms. The Individuals with Disabilities Education Act requires that students with disabilities be educated alongside their non-disabled peers to the maximum extent appropriate. For inclusion to be successful, certain attitudes, services, supports, collaboration practices, instructional methods, and a cooperative learning environment need to be in place. A sample scenario is provided showing how two teachers implement inclusive practices through co-teaching, individualized instruction, peer support, and collaborative planning.
Edsc310-Supporting Students with Special NeedsThanh Nguyen
This document discusses strategies for ensuring students with special needs understand instructions in secondary classrooms. It identifies various types of special needs including learning disabilities, intellectual disabilities, and English language learners. It then outlines five key strategies: 1) gain students' full attention; 2) provide both written and oral instructions; 3) repeat instructions; 4) chunk instructions into smaller pieces; and 5) have students demonstrate their understanding through tell-backs and show-mes rather than just asking if they understand. The strategies are meant to reduce confusion, enhance memory and understanding, and decrease frustration for students with special needs.
Skill of increasing student participation in inclusive settingsBharti8
The document discusses concepts related to inclusive education including inclusion, diversity, and teaching skills to increase student participation in inclusive classrooms. It provides strategies for creating an inclusive learning environment such as using active learning techniques like questioning, group discussions, activities, and real-world examples. The purpose is to engage all students, including those with special needs, in meaningful ways. It also suggests considering different scenarios and options for participation that could work for students with various abilities.
First, teachers should attract students' attention using humor, engaging questions, and visual aids like pictures to make the learning more interesting. Second, teachers should provide achievable tasks and activities that allow students to feel a sense of accomplishment through positive feedback. Finally, relating lessons to students' experiences and allowing some freedom and fun can further increase motivation by meeting their needs and making the learning process more successful and long-lasting.
This module discusses student diversity and challenges teachers to identify factors contributing to diversity, demonstrate a positive attitude towards diversity, and develop teaching strategies that consider student differences. It identifies key factors of diversity as socioeconomic status, thinking/learning styles, and exceptionalities. The module encourages teachers to recognize that all students are unique and provides an activity to raise awareness of diversity in the classroom.
Special needs education powerpoint educ100randeepsohal
This document discusses children with special needs, including common diagnoses like cerebral palsy, autism, Down syndrome, and speech/language delays. It addresses issues like rising numbers of special needs children versus stagnant school budgets. It also discusses resources that can help special needs children, cruel treatment some receive, equality, and ways to improve the school system to better support these children.
This is a workshop to demonstrate how riveting motivating students in the interlearning process is. Just some aspects to be considered in the classroom management
Motivation PowerPoint Slides include topics such as: understanding needs vs. wants, factors for motivation, employee rewards, offering praise/recognition, types of motivation, job enrichment, the role of money and motivation, incentive programs, motivation ironies, boosting efficiency, 30 ways to motivate, Maslow's hierarchy, how to's and more. Slides can easily be tailored to your specific needs (make handouts, create overheads and use them with an LCD projector) and are available for license. 100+ PowerPoint presentation content slides. Each slide includes slide transitions, clipart and animation. System & Software Requirements: IBM or MAC and PowerPoint 97 or higher. You may use this product over and over again. Royalty Free - Use Them Over and Over Again. Once purchased, download instructions will be sent to you via email. (PC and MAC Compatible).
This document discusses special education laws and responsibilities regarding students with disabilities and nonattendance issues. It covers California's compulsory attendance rules, defining truancy, child find obligations, eligibility determinations for students with emotional disturbances, addressing nonattendance in IEPs, and placement considerations. The document provides examples of court cases related to these issues and tips for IEP teams in evaluating and assisting students with nonattendance problems.
The document provides information about special education laws and procedures for families. It discusses:
- The purpose of the Individuals with Disabilities Education Act (IDEA) is to ensure students with disabilities have access to a free and appropriate public education.
- The evaluation process, including consent forms, timelines, assessments, and team meetings to determine eligibility.
- Eligibility is determined by whether the student has a disability, is not making effective progress due to the disability, and requires specialized instruction.
- Key terms like "effective progress" and "specialized instruction" are defined.
Presented by the Parent Training and Information Center at the Federation for Children with Special Needs, this slideshow is designed to walk you through the special education process as it unfolds, from the application procedure to the dispute resolution process. Understanding this material will help you to better collaborate with your IEP team and to become a better advocate for your child.
The document summarizes the six key principles of the Individuals with Disabilities Education Act (IDEA): (1) a free appropriate public education, (2) appropriate evaluation, (3) an individualized education program, (4) least restrictive environment, (5) parent and student participation in decision making, and (6) procedural safeguards. It provides an overview of each principle and the rights they afford to students with disabilities and their parents.
What does a principal need to know about special education eligibilityANALUZFUENTEBELLA
The document discusses the process for determining if a student is eligible for special education services. It begins with pre-referral interventions in the general education classroom if a student is struggling. If the issues persist, the student is referred for a special education evaluation. An initial meeting is then held with the student's teachers, parents, and principal to review data and determine if testing is warranted. With parental consent, assessments are conducted to evaluate the student's needs. The results are then reviewed by the team to determine if the student qualifies for special education services or related services like speech therapy. The principal must ensure all procedures and timelines are followed correctly.
The document discusses school-based services for students with disabilities. It describes the categories of disabilities that students may have as well as the process for referring a student for special education evaluation. This involves gathering data, providing interventions, and monitoring progress. If a disability is suspected after inadequate response to interventions, a full individual evaluation will determine eligibility. An Admission Review Dismissal Committee will then develop an Individualized Education Program if needed. A continuum of special education services and protections under Section 504 are also outlined.
The document provides an overview of extended school year (ESY) services for students with disabilities:
1) ESY services are provided beyond the regular school year to prevent regression of skills over breaks and support receipt of a free and appropriate public education.
2) The IEP team determines if a student needs ESY based on likelihood of regression and recoupment difficulties, not on category of disability.
3) ESY services must be comparable in quality and scope to the student's program during the regular school year.
This presentation outlines best practices regarding IDEA, Child Find, Evaluations, Eligibility, Individualized Education Programs, and procedural safeguards when working in the area of special education.
This document provides a high-level overview of special education for teachers. It includes an introduction to special education law and processes like ARDs, accommodations vs modifications, and assessment options. Key steps in the special education process are outlined, such as requesting an evaluation, providing notice of rights, conducting an evaluation, and holding ARD meetings. Common special education terms and acronyms are also defined. The document aims to give teachers a basic understanding of special education to effectively support students.
This document summarizes parents' rights in the special education process under Ohio law. It discusses the history of special education law and key acts like IDEA. It then summarizes various aspects of the special education process, including consent requirements, evaluations, IEPs, least restrictive environment, parental participation and procedural safeguards. Key terms like FAPE, IEE and due process are defined in under 3 sentences.
This document provides an overview of helping children succeed in school and discusses key topics like:
1) California education standards and the roles of teachers, which are aimed at helping parents advocate for their children.
2) Special education laws like IDEA that provide rights for children with disabilities to receive supports.
3) The IEP process and a child's right to free appropriate public education.
4) Disciplinary procedures and the process for determining if issues are related to a child's disability.
This document provides an overview of helping foster children succeed in school. It discusses California education standards, teacher standards, the Individuals with Disabilities Education Act (IDEA), individualized education programs (IEPs), special education services, discipline procedures, and resources for parents. Key topics include students' rights to a free appropriate public education, the IEP and evaluation process, eligibility criteria for special education, and the roles of parents and teachers in supporting students.
Section 504 outlines protections and requirements for students with disabilities. It defines a student with a disability as someone with a physical or mental impairment that substantially limits a major life activity. School districts must provide free appropriate public education to students with disabilities through reasonable accommodations. They must also implement identification, evaluation, and procedural safeguards for students and notify parents of their rights annually.
This document provides an overview of the planning and placement team (PPT) process for special education in Connecticut. It discusses referral and eligibility, transition from early intervention programs, evaluations, individualized education programs (IEPs), placement considerations, and the roles and rights of parents. The PPT is a team that includes parents and professionals that determines if a student qualifies for special education and develops the IEP. Parents are involved throughout the process and must provide consent for evaluations and programs. The goal is to provide students with disabilities the support they need in the least restrictive environment.
The document provides an overview of the planning and placement team (PPT) process for special education. It discusses referral and evaluation for special education, developing an individualized education program (IEP), placement considerations, and the roles and responsibilities of parents and the school at PPT meetings. Transition from early intervention programs like Birth to Three to preschool is also covered.
A Closer Look At Specific Learning Disabilities &gauthierm
The document discusses changes to identifying students with specific learning disabilities (SLDs) under IDEA 2004. Previously, districts used a severe discrepancy model between achievement and ability, but IDEA 2004 no longer requires this and allows response to intervention (RTI) methods. Under the new law, districts must rule-in factors like inadequate achievement or progress and rule-out other causes, and must use data from observations, assessments, and instruction to determine if a student has an SLD and needs special education.
Serving Special Education Students in Washington, DCDCAYA
This document provides an overview of special education processes and Individualized Education Programs (IEPs) in the District of Columbia. It discusses the governance structure of DC schools, the purpose of IDEA, and the 8 steps of the special education process: 1) Child Find; 2) Formal Request and Consent to Evaluate; 3) Initial Evaluations; 4) Eligibility Determination; 5) IEP Development; 6) Placement; 7) Annual Review; and 8) Triennial Review. Key aspects of the IEP like present levels, measurable goals, related services, and transition services are explained. The role of parents and ensuring a student receives services in the Least Restrictive Environment are also summarized.
Phase 2 evaluation train the trainer power point and video with voiceoverSherriBrittWilliams
Phase 2 Module 1: Evaluation is the first in a series of modules for Phase 2 offering information about Evaluations, Family-Directed Assessments, and Child Assessments. This module focuses on Evaluation. Information about Family-Directed Assessments and Child Assessments will be covered in the next Phase 2 modules.
Similar to SES Fall 2015: Exiting Students from Special Education (20)
This document provides an overview of federal and state laws governing student records and confidentiality. It discusses the Family Educational Rights and Privacy Act (FERPA) and the Individuals with Disabilities Education Act (IDEA) as the primary laws protecting student privacy. It defines an "education record" under these laws and outlines the rights of parents and students to access, amend, and control disclosure of education records. The document examines what types of records meet the definition of an "education record" and certain exclusions to that definition.
1) The document discusses the legal standards for determining eligibility for special education services under IDEA and California law. To be eligible, a student must have a qualifying disability and require special education as a result.
2) It examines what constitutes "special education", including the requirement for "specially designed instruction" to meet a student's unique needs. Case examples explore what types of support have been considered special education versus general education accommodations.
3) Through several case examples, it illustrates how courts and administrative hearings officers have analyzed whether students' needs could be met through general education or required special education, focusing on disability categories including autism, emotional disturbance, orthopedic impairment, and other health impairment.
This document provides a summary of new decisions from the California Office of Administrative Hearings (OAH) related to special education law. It summarizes 6 cases related to the following topics: behavior interventions, consent for assessments, timely IEP meetings, least restrictive environment analysis, manifestation determinations, and issues regarding transfer students. The summaries explain the key facts, decisions and significance of each case. The document aims to help schools understand and apply these recent legal developments affecting special education in California.
The document summarizes several recent decisions from the California Office of Administrative Hearings (OAH) related to special education law and policy. Key cases addressed issues of consent for assessments, discipline procedures for students who bring weapons to school, eligibility determinations, qualifications of service providers like nurses and aides, and whether a residential placement was necessary to provide a free appropriate public education. The document provides concise summaries of these OAH decisions in 1-3 sentences for each case.
SES Fall 2014: All Things Considered Serving Students With Hearing ImpairmentsFagen Friedman & Fulfrost
This document provides an overview of legal standards and requirements for serving students with hearing impairments. It discusses the IDEA's definition of a free appropriate public education (FAPE) as established in Rowley v. Hendrick Hudson Board of Education. It also examines California's higher standards for considering a student's preferred communication mode, providing assistive technology, and placing students in the least restrictive environment. Case examples are provided to illustrate how these standards have been applied regarding disputes over sign language interpretation, CART services, and oral vs. auditory-verbal therapy methods.
SES Spring 2014 - Spotlight on Practice: Promotion, Retention, Grading and Gr...Fagen Friedman & Fulfrost
This document discusses promotion, retention, grading, and graduation policies for students with disabilities. It covers:
1. Promotion and retention decisions must follow district policy and consider individual student needs. IEP teams may develop individualized standards. Retention requires reconvening the IEP team to consider supports provided.
2. Grades for students with accommodations should not reflect them, while grades for students in modified curriculums should reflect achievement in the modification. Report cards and transcripts have different disclosure standards regarding disability status.
3. Graduation options include a regular diploma by meeting district standards or a certificate of completion. The IEP team must discuss graduation requirements. A regular diploma ends eligibility but
This document summarizes key aspects of transitions for students with disabilities from one educational setting to another. It discusses transitions from early intervention services to preschool, from preschool to elementary school, from one school district to another, and from high school to postsecondary activities. For each transition, it outlines legal requirements and considerations, including who is involved, required timelines, and what processes schools must undertake. It also summarizes a few relevant legal cases to illustrate issues that commonly arise regarding transitions.
Spring 2014 Special Education in the Modern Age: Parent Participation in the...Fagen Friedman & Fulfrost
This document discusses ensuring parent participation in the IEP process. It covers:
1. Who qualifies as a "parent" under special education law, including divorced parents who both have rights to participate.
2. Conducting IEP meetings, including the right of parents to request meetings, receive proper notice, and have the meeting rescheduled if unable to attend. Meetings can only be held without parents if the district documents extensive efforts to secure their participation.
3. Developing the IEP, including the issues of predetermination where districts improperly decide issues before the IEP meeting preventing meaningful parent input, and the right of parents to request independent evaluations that the district must consider.
The document provides an overview of the Office of Civil Rights (OCR) investigation and complaint resolution process under Section 504. It summarizes key steps in the OCR investigation including the complaint, jurisdiction determination, decision to close or pursue early resolution, investigation components, findings letter, resolution agreements, and monitoring. It also identifies common Section 504 issues that result in complaints such as procedural safeguards, evaluations and eligibility, bullying, discipline, accommodations, transportation, retaliation, and athletics. Practical response tactics for districts under investigation are outlined.
1) The document discusses four legal cases related to independent educational evaluations (IEEs).
2) The first case examined what constitutes an "unreasonable delay" when parents request funding for an IEE. The court found a four-month delay between the request and response was unreasonable.
3) The second case showed that districts must thoroughly review assessments before denying IEE requests, as the court found errors in the district's assessment and ordered them to fund the IEE.
4) The third case established that parents do not have an unlimited amount of time to request an IEE, setting a two-year statute of limitations.
5) The fourth case clarified that for an IEP team to
This document discusses legal standards and emerging issues related to eligibility decisions for students on the autism spectrum. It provides an overview of key topics such as the definition of autism under IDEA and state law, appropriate assessment procedures, determining if criteria for autism are met, and whether a student requires special education. It examines case examples related to each topic and offers practice pointers for determining eligibility.
This document provides a summary of new developments in special education law from 2013, including three court cases. The first case found that California law allows trained, unlicensed school staff to administer insulin to students. The second case rejected a Section 504 damages claim regarding a student's suicide allegedly due to bullying, finding the school district did not demonstrate deliberate indifference. The third case refused to dismiss a damages claim where a student was allegedly constantly bullied and reports were ignored. The document discusses implications of these and other cases regarding administration of medication, bullying, procedural errors, residential placement, autism litigation, and other issues.
This document provides summaries of frequently asked questions regarding special education discipline. It addresses topics such as determining when a series of short-term removals constitutes a change of placement, what constitutes "substantially similar" behavior, procedural requirements for removals that result in a change of placement, who should conduct manifestation determinations, how to document manifestation determination proceedings, timelines for returning a student to their prior placement if a behavior is found to be a manifestation of their disability, the types of behaviors that justify removal to an interim alternative educational setting, and whether a district can place a student in an IAES more than once during a school year. The document provides concise answers to each question along with practice pointers for implementing the legal requirements
This document discusses serving students with medical needs. It covers three topics: 1) placing and serving students with medical needs in the least restrictive environment (LRE), discussing relevant laws, cases, and takeaways; 2) home/hospital instruction, outlining rules for general education and special education students; and 3) serving students with allergies or multiple chemical sensitivities, addressing eligibility for services under Section 504. For each topic, the document analyzes laws, case examples, and practical guidance for school districts.
This document provides a summary of recent legal updates in special education law, including new case law rulings and proposed legislation. Key points include:
- A district was found to have denied FAPE by delaying assessments for 18 months after a parent's referral and failing to develop adequate IEP goals and baselines.
- A district's duty to update an expired IEP is not contingent on parental cooperation, and the district should have continued working with parents or filed for a due process hearing.
- A principal was disciplined for sending inappropriate text messages about a student during an IEP meeting.
- Parents were not entitled to reimbursement for a residential placement where the primary purpose was to address medical needs
SES Fall 2012 - Spotlight on Practice: Can I Play Ball? Special Education, Se...Fagen Friedman & Fulfrost
This document discusses special education laws and regulations regarding student participation in extracurricular activities. It provides examples of cases that address whether schools have met their obligations to provide supports and equal access for students with disabilities to participate. The main points are:
- IEPs must address any supports or modifications needed for students to participate in nonacademic/extracurricular activities. Schools must consider supports as part of FAPE.
- Schools must provide disabled students an equal opportunity to participate, which can include supports even if not listed in the IEP/504 plan.
- Cases found violations when schools failed to properly consider supports at IEP meetings or implement IEP provisions for extracurricular activities.
-
SES Fall 2012 All Things Considered - Recent Decisions on the Written Offer o...Fagen Friedman & Fulfrost
1. The document discusses several cases related to the written offer of placement and follow through requirements.
2. In Student v. Buckeye Union School District, the court found that while the IEP did not need to provide an hour-by-hour account of services, it did need to specifically describe the goals that specialized academic instruction would target.
3. In Student v. West Covina USD, the court found a procedural violation that denied FAPE because required information like accommodations was left blank on the IEP, impeding parental participation.
This document discusses eligibility categories for special education, focusing on Emotional Disturbance (ED), Other Health Impairment (OHI), and Specific Learning Disability (SLD).
It provides details on the federal and state definitions of ED and the five factors used to determine eligibility. Case studies examine issues around determining if a student's diagnosed mental illness or substance abuse is the primary cause of their difficulties. The document also discusses when "acting out" behaviors could indicate an ED versus social maladjustment.
For OHI, it explains that a medical diagnosis alone is not sufficient for eligibility and that the disability must actually limit a student's strength, vitality or alertness. The document concludes by noting that determining an
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
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Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
2. 2
What’s On the Agenda . . .
Exiting from Special Education
Based on Decision that Student
No Longer Meets Eligibility Criteria
Exiting from Special Education
Through Automatic Termination
of Eligibility
Exit from Special Education
By Parental Revocation of Consent
3. 3
I. Exiting from Special Education
Based on Decision that Student
No Longer Meets Eligibility Criteria
4. 4
Procedural Requirements –
Assessment
Before student may be found to be no longer
eligible for special education, district must reassess
in all areas of suspected disability, not merely in
disability for which he or she was initially
determined to be eligible
Same basic requirements for initial assessments
apply to reassessments
(34 C.F.R. §300.303; Ed. Code, §§56026, 56381)
5. 5
Procedural Requirements –
Assessment
Assessment process is:
Collection of information
Variety of sources
Compilation of that information
Analysis of that information
Conclusions based on that analysis
Eligibility, strengths, academic and functional levels,
needs
Documented into IEP
6. 6
Procedural Requirements –
Assessment
Conducting the assessment
Use a variety of assessment tools and strategies
Gather relevant functional and developmental information
Include information provided by the parent
Include information related to enabling the student to be
involved in and progress in the general curriculum
To determine:
Whether the student continues to qualify as a student with a
disability; and, if so,
The content of, or revisions to, the student’s IEP
(34 C.F.R.§§300.303-300.306; Ed. Code, §§56320, 56381)
7. 7
Procedural Requirements –
Assessment
Components of every assessment report:
Whether the student may need special
education and related services
The basis for making the determination
The relevant behavior noted during
the observation of the student in an
appropriate setting
The relationship of that behavior to the student’s academic
and social functioning
The educationally relevant health and development, and
medical findings, if any
8. 8
Procedural Requirements –
Assessment
Components of every assessment report (cont’d):
For students with learning disabilities, whether there is such a
discrepancy between achievement and ability that it cannot
be corrected without special education and related services
A determination concerning the effects of environmental,
cultural, or economic disadvantage, where appropriate
The need for specialized services, materials, and equipment
for pupils with low incidence disabilities
Report must be provided to parents at IEP meeting
(Ed. Code, §§56327, 56329)
9. 9
Procedural Requirements –
Assessment
When making exiting decisions, continued eligibility
is key component of assessment report summary
List the Criteria: Include the list of eligibility factors for all
suspected disabilities and, for each factor, state why the student
does or does not meet the criterion
Need for Special Education: Remember that even if a student
meets the eligibility criteria for a suspected disability, the student
remains eligible only if he or she continues to need special
education and related services to gain educational benefit
Include a statement of why the student does (or does not) need
special education to gain educational benefit and tie this to the
curriculum
10. 10
Assessment – Case Example
Stanislaus USD (OAH 2013)
Facts
District’s triennial assessment concluded that 6-year-old
Student was no longer eligible for special education
Student no longer displayed communication deficits she
had shown three years earlier
District recommended Student be exited
Parents disagreed and requested IEE
Parents claimed assessment was inappropriate because
tests were not conducted in Student’s native language
(Pashto)
11. 11
Assessment – Case Example
Stanislaus USD (OAH 2013)
Decision
ALJ denied IEE and allowed District to exit Student
Student spoke English proficiently in school
Assessment adequately demonstrated Student no longer
met criteria for autism
District committed procedural violation by not analyzing
Student’s continued eligibility in assessment report,
deferring issue to oral discussion at IEP meeting
But no denial of FAPE (no loss of educational opportunity and
school psychologist cured error by providing Parents her opinion
on eligibility at IEP meeting)
(Stanislaus Unified School Dist. v. Student (OAH 2013) Case No. 2013050308, 113 LRP 52133)
12. 12
Assessment – Case Example
Brea Olinda USD (OAH 2009)
Facts
District proposed exiting 12-year-old Student eligible
under OHI category (for ADHD)
Psychoeducational assessment concluded that ADHD
diagnosis did not limit strength, vitality or alertness to
degree that impaired ability to access curriculum
Parents claimed assessment was deficient and that
District did not take into account all available
information regarding Student’s ADHD (Parents’
interventions and assistance)
13. 13
Assessment – Case Example
Brea Olinda USD (OAH 2009)
Decision
ALJ found in favor of Parents, concluding that exiting
decision was in error based on inappropriate assessment
Assessment report did not give sufficient weight to
situations in which ADHD appeared to restrict Student’s
ability to access education
District also did not assess Student in all areas of
suspected disability based on its awareness of his
language and social skills difficulties
However, ALJ rejected Parents’ predetermination claim
(Student v. Brea Olinda Unified School Dist. (OAH 2009) Case Nos. 2009050815 and 2009030124,
53 IDELR 273)
14. 14
Assessment
Practice Pointer
Faulty assessments can undermine IEP team’s decision
that student no longer meets eligibility requirements
Keep the following in mind:
Make sure assessments consider all available information
about student’s performance
Ensure assessments address all suspected areas
of disability
Don’t forget to examine possible behavior and social skills
deficits (Remember: Adverse effect on educational
performance is not limited to classroom)
15. 15
Procedural Requirements –
IEP Team Meetings and PWN
Exiting decisions are made by IEP team at properly
convened meeting
Proper notice, which must include purpose of meeting
(e.g., whether student continues to meet eligibility
requirements)
Properly constituted IEP team with all necessary
members, including individual(s) who can explain and
interpret results of assessments
(34 C.F.R.§§300.321, 300.322; Ed. Code, §§56341, 56341.5)
16. 16
Predetermination
Predetermination occurs when districts decide on
IEP content/issues prior to IEP meeting precluding
meaningful parental participation
Example: Members of IEP team decide that student no
longer meets eligibility criteria in advance of meeting
without parental input
Allegations of predetermination frequently arise
with respect to:
Preparatory meetings
(Lack of) meaningful discussion at IEP meeting
17. 17
Prior Written Notice (“PWN”)
Because exiting student from special
education is change of placement,
proposal to exit requires providing parents PWN
Notice must contain:
Description of action proposed
Explanation for action
Description of assessment procedures used as basis for action
Statement that parents are entitled to procedural safeguards
Sources of assistance for parents to contact
Descriptions of other options considered by IEP team
Descriptions of factors relevant to proposed action
(34 C.F.R.§300.503(b); Ed. Code,§56500.4)
18. 18
Prior Written Notice (“PWN”)
PWN must be provided in native language of
parent unless clearly not feasible to do so
Verbal notice may not serve as substitute for PWN,
even if it is substantively compliant with legal
content requirements
Failure to provide PWN is procedural violation
of IDEA
(Union School Dist. v. Smith (9th Cir.) 20 IDELR 987; Marcus I. v. Department of Educ., State of Hawaii
(9th Cir. 2014) 114 LRP 32495, unpublished)
19. 19
IEP Meetings and PWN – Case Example
Folsom Cordova USD (OAH 2014)
Facts
District proposed to exit Student from special education
based on IEP team discussion
Parents disputed decision, claiming recommendation
was predetermined
Based on earlier notice of meeting with “check” in box showing
that purpose of meeting was to terminate Student from
special ed
Parents also claimed District failed to give them PWN
prior to meeting
20. 20
IEP Meetings and PWN – Case Example
Folsom Cordova USD (OAH 2014)
Decision
ALJ found no predetermination
Evidence supported explanation that original notice was
mistake and that there was no advance knowledge that
Student would be exited
Assessments supporting exiting decision were not yet
completed at time of notice
No evidence that team arrived at exiting
recommendation until IEP meeting, so it could not have
given Parents PWN in advance
(Student v. Folsom Cordova Unified School Dist. (OAH 2014) Case Nos. 2013040098 and 2013090197,
64 IDELR 190)
21. 21
IEP Meetings and PWN – Case Example
Salinas Union HSD (OAH 2014)
Facts
District’s assessments indicated 14-year-old Student
with SLD no longer needed special education
District proposed exiting Student at IEP meeting
Parent objected and asked for IEEs, which District
subsequently provided
IEEs also indicated Student no longer met SLD criteria
District convened another IEP meeting, but Parent
halted meeting and asked that it be reconvened
District could not convince Parent to attend
subsequently rescheduled meeting
22. 22
IEP Meetings and PWN – Case Example
Salinas Union HSD (OAH 2014)
Decision
ALJ supported District decision to hold rescheduled
meeting in Parent’s absence
Only matter left to complete was to mark forms
on IEP document that showed Student did not meet
eligibility criteria
Previous meeting had established ineligibility
Reasonable to hold meeting after good faith effort to
secure Parent’s attendance in order to formally finalize
eligibility issue before Student started high school
(Salinas Unified School Dist. v. Student (OAH 2014) Case No. 2013070582, 63 IDELR 176)
23. 23
IEP Meetings
Practice Pointer
To ensure legally compliant IEP meetings when exiting is
being discussed, keep the following in mind:
Ensure all essential team members are present, including
assessment personnel
Be careful of statements suggesting “here is what we
have decided”
Make sure enough time is allocated for Parents’ questions
about effect of exiting Student
List and respond to Parents’ concerns, but data should
drive team’s ultimate decision
24. 24
Substantive Determinations –
Eligibility Overview
Two-part eligibility test:
Student must meet definition of one or more of 13
disabilities identified in IDEA; and
Require special education and related services as result
of his or her disability or disabilities
If both parts of eligibility test are not met,
exiting is appropriate
Let’s look at some cases . . .
(34 C.F.R.§300.8; Ed. Code, §56026, Cal. Code Regs., tit. 5, §3030)
25. 25
Autism – Case Example
Riverside USD (OAH 2007)
Facts
Student found eligible under autism category at age 3
and placed in preschool SDC
By kindergarten, he required minimal support
Aide was available but Student needed no assistance
When Student was in second grade (gifted general
education classroom), District proposed exiting him
Parents disputed decision because they continued to
observe autistic-like behaviors at home
Parents believed Student engaged in socially
inappropriate behaviors and had unaddressed OT needs
26. 26
Autism – Case Example
Riverside USD (OAH 2007)
Decision
ALJ upheld IEP team’s recommendation to exit Student
Student demonstrated he could succeed in general ed
classroom
Witnesses testified to Student’s academic success and
appropriate peer interaction
At-home behaviors might or might not be related to
autism and did not manifest themselves at school
No issues that required OT, despite Student’s unusual
pencil grasp
(Riverside Unified School Dist. v. Student (OAH 2007) Case No. N2007020300, 49 IDELR 83)
27. 27
ED/SLD – Case Example
South Pasadena USD (OAH 2011)
Facts
CDE Diagnostic Center assessed 9-year-old Student,
diagnosing her with selective mutism and social phobia
District found Student eligible under ED category, later
adding secondary category of SLD
Following triennial assessment, after Student had moved
on to middle school, District recommended exit from
special ed based on her considerable academic progress
and appropriate peer interactions
Parents believed Student would fall behind if she no
longer received counseling and speech/language services
28. 28
ED/SLD – Case Example
South Pasadena USD (OAH 2011)
Decision
ALJ upheld IEP team’s findings that Student no longer
met ED or SLD criteria
Although shy, no evidence of pervasive mood of
unhappiness or depression
Interacted well with peers and teachers, made friends
and made good academic progress without need
for support
No discrepancy between cognitive ability and
academic performance
(South Pasadena Unified School Dist. v. Student (OAH 2011) Case No. 2011050857, 58 IDELR 120)
29. 29
OHI – Case Example
Baldwin Park USD (OAH 2010)
Facts
District originally found 12-year-old Student eligible
as OHI based upon review of doctor’s prescription
documenting diagnosis of ADHD
Offered behavior support services and one-to-one aide
The following school year, assessment indicated
Student’s processing disorders were not affecting
educational performance
Team recommended exit from special ed and
offered behavior support contract to be implemented
by general ed teachers
30. 30
OHI – Case Example
Baldwin Park USD (OAH 2010)
Decision
ALJ confirmed exiting decision
While Student’s behaviors were “slightly heightened” due
to ADHD, they generally were typical of other students his
age and did not affect access to education
Behavior aide was only minimally interacting with Student,
and general ed teachers were providing redirection
when needed
Parents’ IEE was not credible because assessor had no
knowledge of in-class behaviors or academic performance
(Baldwin Park Unified School Dist. v. Student (OAH 2010) Case Nos. 2010090527 and 2010080694,
110 LRP 71934)
31. 31
SLI – Case Example
Palo Alto USD (OAH 2015)
Facts
Student’s genetic disorder (Trisomy X) resulted in
misalignment of jaw, making production of certain
sounds difficult
Found eligible in preschool under SLI category based
on articulation disorder
The following year, Student was reassessed because
she had made “great progress”
IEP team determined Student no longer had difficulty
with spoken language to extent that it adversely
affected her educational performance
32. 32
SLI – Case Example
Palo Alto USD (OAH 2015)
Decision
ALJ supported exiting decision, despite Parents’ IEE
recommending Student continue to receive
individualized speech therapy
Student’s articulation had improved so that her speech
was 90 percent intelligible
She developed alternate methods for producing sounds
made difficult because of her jaw misalignment
IEE “only provided generalized observations” in
recommending continued therapy
(Palo Alto Unified School Dist. v. Student (OAH 2015) Case No. 2015010524, 115 LRP 10194)
33. 33
SLI/SLD – Case Example
Tustin USD (OAH 2009)
Facts
Fourth-grade Student found eligible under SLI when he
was 3-years-old based on speech delays
Received speech therapy and began meeting IEP goals
beginning with kindergarten year
In first grade, assessment indicated eligibility as SLD
By third grade, triennial assessment no longer
indicated severe discrepancy to support SLD eligibility
and Student’s articulation had continued to improve
IEP team recommend exiting Student
34. 34
SLI/SLD – Case Example
Tustin USD (OAH 2009)
Decision
ALJ allowed exit, despite Parents’ claim that Student
continued to require special education because he had
trouble pronouncing “r” sound and needed help
with homework
Mild articulation deficit and auditory processing
weakness did not impact education, as Student
received good grades and only required general
education supports
Standardized tests also supported team’s conclusion
that Student no longer qualified under SLD category
(Tustin Unified School Dist. v. Student (OAH 2009) Case No. 2008120809, 109 LRP 31220)
35. 35
II. Exiting from Special Education
Through Automatic Termination
of Eligibility
36. 36
Graduation: IDEA Requirements
IEP Content
Specific graduation plan/criteria may be included at
team’s discretion
Typically, IEP teams discuss graduation date and receipt
of diploma or certificate
IEP Meeting
Required to discuss graduation requirements and
completion of goals/objectives
(Letter to Anonymous (OSEP 1994) 22 IDELR 456; Letter to Richards (OSEP 1990) 17 IDELR 288)
37. 37
Graduation: IDEA Requirements
Evaluation
Not required prior to termination of services (if aging-out
or graduating with regular high school diploma)
Summary of Performance
Required for students graduating with regular diploma
Include recommendations for meeting postsecondary goals
(34 C.F.R. §300.305(e))
38. 38
Graduation: IDEA Requirements
Graduation with regular high school diploma
is a change of placement
Terminates eligibility
Triggers procedural
safeguards (including
duty to provide PWN)
(34 C.F.R. §300.102(a)(3))
39. 39
Graduation – Case Example
Los Angeles USD (OAH 2012)
District committed procedural violation by failing to
provide PWN of intent to change Student’s placement
through graduation
However, ALJ found procedural error did not result in
denial of FAPE
Did not impede Parents’ participation in decision-making as
they knew of District’s intent to graduate Student
No deprivation of educational benefits as Student received
special education until graduation and met all diploma and
IEP requirements
(Student v. Los Angeles Unified School Dist. (OAH 2012) Case No. 2011110413, 112 LRP 27364)
40. 40
Graduation with Regular Diploma
Regular high school diploma
Signifies:
Completion of district’s course of study
Student has met district’s proficiency standards
Does not include: Alternative degree not aligned with
state academic standards, such as certificate or GED
(34 C.F.R. §300.102(a)(3); Ed. Code,§56026.1)
41. 41
Termination of Eligibility
Receipt of regular high school diploma terminates eligibility
No requirement that students physically receive diploma
prior to effective exit from special education
Parents cannot withhold consent to IEP merely to extend
Student’s special ed services beyond point of completion of
prescribed course of study
Although readiness for graduation does not depend on
achievement of all IEP goals, decision to graduate may be
rescinded if student did not receive services outlined in IEP
or did not complete IEP course requirements
(34 C.F.R.§300.102(a); Ed. Code,§50621.1; Student v. Oakland Unified School Dist. (OAH 2012) Case No.
2012040848); Student v. Livermore Valley Joint Unified School Dist. (SEHO 2000) 33 IDELR 288)
42. 42
Graduation – Case Example
Newport Mesa USD (OAH 2010)
Parent claimed decision to award diploma was a denial of
FAPE because Student’s academic levels were not up to
12th-grade proficiency
Claimed he was achieving at fourth- to sixth-grade level
ALJ: Allowed graduation
Student completed all educational requirements and
achieved necessary credits
Teachers confirmed he earned each of his grades
12th-grade proficiency is not required by law
(Student v. Newport-Mesa Unified School Dist. (OAH 2010) Case No. 2010060770, 110 LRP 73203)
43. 43
Graduation – Case Example
Los Angeles USD (OAH 2013)
Parents disputed IEP team’s decision to graduate Student
with regular education diploma
ALJ rescinded diploma and found denial of FAPE
Student did not meet prescribed course of study called
for in IEP (unmodified curriculum)
Teachers testified they routinely simplified and altered
curriculum for Student, who still did not understand it
No evidence that grades were earned in unmodified manner
ALJ ordered IEP team to reconvene and develop
FAPE offer
(Student v. Los Angeles Unified School Dist. (OAH 2013) Case No. 2013050272, 62 IDELR 68)
44. 44
Graduation and FAPE
Post-graduation remedies for denial of FAPE
Available even after eligibility terminates by graduation
Usually in form of compensatory services to assist Student
in furthering education, obtaining employment and/or
living independently
Graduation is not per se indication that Student has
received FAPE
(Letter to Riffel (OSEP 2000) 34 IDELR 292)
45. 45
Certificate of Achievement
If Student does not meet requirements for diploma, District
may award certificate of educational achievement if Student:
Completed prescribed approved alternative courses of study; or
Satisfactorily met all IEP goals/objectives; or
Satisfactorily attended high school, participated in instruction
per IEP and met objective of transition services
Graduation with certificate of achievement does not
terminate FAPE eligibility and does not serve to exit student
from special education
(Ed. Code, §56390)
46. 46
Graduation
Practice Pointer
To avoid potential disputes about graduation decisions,
ensure that:
Parents are aware early on of graduation requirements
and diploma options
Parents understand that graduation with regular diploma
automatically terminates eligibility
IEP team’s decision concerning diploma track is based on
multiple indicators of student’s learning and skills and is
supported by data and documentation
Student has met prescribed course of study in IEP
47. 47
“Aging Out” of Special Education
Students who have not yet been exited from special
education through assessment or graduation with regular
diploma continue to be eligible for services until age 22
Students turning 22 during January through June may continue
participation through end of fiscal year
Students turning 22 during July, August or September are not
allowed to begin new fiscal year in district’s program
Students turning 22 during October, November or December will be
exited on December 31, unless IEP (not merely IEP goals) would
not be completed by that time
Example: Student who is in special year-long program at
community college may not be exited until end of following
fiscal year
(Ed. Code, §56026, subd. (c)(4))
49. 49
Parental Revocation of Consent
IDEA regulations were amended in 2008 to allow parents
to revoke consent to their child’s receipt of special
education and related services
Revocation serves to exit student from special ed
Requirements and effect:
Must be made by party who meets legal definition of “parent”
Must be in writing
Does not negate any action that occurred between time of original
consent and receipt of revocation
Only takes one parent to revoke consent, even if other
parent disagrees
(34 C.F.R.§§300.9(c), 300.300(b)(4); Letter to Ward (OSEP 2010) 56 IDELR 237; Letter to Cox
(OSEP 2009) 54 IDELR 60)
50. 50
Parental Revocation of Consent
District obligations upon receipt
of written revocation of consent
May not continue to provide special education
and related services
May not use mediation or due process
procedures in order to obtain ruling for
continuation of services
Will not be considered to be in violation of FAPE requirement
based on failure to provide further services
Is not required to convene IEP meeting or to develop IEP
(34 C.F.R.§300.300(b)(4))
51. 51
Parental Revocation of Consent
Districts may not terminate services
immediately upon receipt of revocation
of consent
Must first provide PWN that explains
changes in student’s educational program
that will result from revocation
Provision of PWN gives parents necessary information
and time to consider all ramifications of revocation
(34 C.F.R.§300.300(b)(4); 73 Fed. Reg. 73008 (Dec. 1, 2008))
52. 52
Parental Revocation of Consent
Specific issues implicated by revocation:
Accommodations: Teacher may provide accommodations
available to nondisabled students, but no longer required
to provide those identified in IEP
Child find: Some decisions indicate child find is not
implicated unless evidence that student has different
needs than those previously addressed in IEP for which
consent was revoked
Discipline: Student may be disciplined as general
education student and is not entitled to IDEA protections
(IDEA Part B Supplemental Regulations, Non-Regulatory Guidance (OSEP 2009); Houston Indep.
School Dist. (SEA TX 2014) 114 LRP 44750; Questions and Answers on Disciplinary Procedures (OSERS
2009) 52 IDELR 231)
53. 53
Parental Revocation of Consent
Specific issues implicated by revocation (cont’d):
Education records: District is not required to amend
records to remove reference to student’s previous receipt
of special education
Placement: District may place student in any classroom
where it places other general education students
Subsequent evaluation requests: If parent subsequently
asks that student be re-enrolled in special education,
district must treat request as request for initial evaluation
(IDEA Part B Supplemental Regulations, Non-Regulatory Guidance (OSEP 2009); Letter to Cox (OSEP
2009) 54 IDELR 60)
54. 54
Revocation of Consent
Practice Pointer
Take the following actions upon receiving a parental
revocation of consent:
Provide PWN “promptly” upon receipt
Discontinue services a “reasonable” time after
providing PWN
Detail consequences of revocation in PWN,
specifically that:
Student will no longer receive special education of any kind
Student will no longer have IDEA disciplinary protections
55. 55
Take Aways . . .
Exiting decisions require:
Appropriate assessments
Procedural compliance
Knowledge of eligibility standards
Collaboration with parents is
essential throughout exiting
decision-making process