What is an Autism Class?
As a result of the increase in students with autism, many districts now have autism-specific classrooms in which the special education teacher is also certified to support students with autism. Legally, districts cannot say that only students with autism can be included in this class.
What is an ED (Emotionally Disturbed) class?
Districts have programs specific to students with emotional disturbance eligibility. These programs support behavior and social-emotional wellbeing and development, and generally have ready access to a therapist daily. Students are generally on a general education curriculum.
What is a County Classroom?
If the district does not have the capability to meet the student’s needs, some districts may offer the option of a county class, which is considered more restrictive than a Special Day Class. County programs offer daily on-site specialists. These classes are smaller and may have modified curriculum.
Does the school district have an obligation to be transparent about all the services and placements they have to offer?
Districts are under no obligation to be transparent about all the services and placements they have to offer. Rather than choosing from what the school district has available, you can make a case for what your child requires to receive FAPE.
What is a Triennial IEP Meeting or Triennial Assessments?
Every three years, students who receive services through the special education program are required to be reassessed to determine whether they remain eligible for services. The IEP team will collaborate to determine the specific assessments that will be administered during this triennial review.
If I disagree with the school assessment for an IEP, can I get a second opinion?
If you disagree with the school’s assessment, you may request an Independent Educational Evaluation. In California, it is recommended that districts respond within 10–15 calendar days after receiving a request for an IEE.
Can the school suspend a student with an IEP?
Yes, a student with an IEP can be suspended. If a student who receives special education services is suspended for more than 10 days, the team is required to hold an IEP meeting to determine if the behavior exhibited by the student is a “manifestation of disability.”
Who should be present at an IEP meeting?
By law, the people who must participate in an IEP meeting include the parents, general education teacher and/or special education teacher, a representative of the school district, a therapist who can interpret assessments, and other invited third parties such as advocates or attorneys.
Who can be excused from attending the IEP meeting?
Teachers, school and district representatives, and therapists are not required to attend the meeting if their area of curriculum or expertise are not being discussed, and if both the parents and the school agree in writing to excuse them.
What is the role of the special education teacher in an IEP meeting?
The SpEd teacher is often the teacher best suited to speak to the student’s strengths and weaknesses. If the student needs remediation in some areas, the SpEd teacher will be the one responsible for helping the IEP team come up with a plan to address those needs.
What is the role of the therapists and specialists in an IEP meeting?
If your child sees the school’s occupational, physical, behavioral, vision, or other therapist, they may also attend the meeting to discuss and present their portion of the IEP, including present levels and the goals they’ve developed for the year.
What is the role of the school principal in an IEP meeting?
In some districts, the principal may attend the IEP meeting. They should have knowledge of the resources the school can provide. The principal may also serve as the note-taker during the meeting, mediate disagreements, and help make decisions on any changes in the student’s schedule or services.
What is the definition of autism as a qualifying disability in special education?
Autism is defined as a developmental disability and neurological difference that affects three domains: Behavior, Communication and Social skills. By law, a child with autism is eligible for an IEP.
What is the definition of Intellectual Disability (ID) as a qualifying disability in special education?
Intellectual Disability (ID) is a cognitive disability that signifies below-average intellectual ability across academic and functional domains. Assessments help determine if a child with ID qualifies for an IEP.
What is the definition of Multiple Disabilities (MD) as a qualifying disability in special education?
A child is eligible for an IEP if they meet the criteria for one of 13 eligibility categories and if they cannot make adequate progress in school without special education services. Multiple Disabilities (MD) is used for A child who meets the criteria for more than 1 of the 13 disability categories.
What is the definition of Orthopedic Impairment (OI) as a qualifying disability in special education?
Orthopedic Impairment (OI) is a physical disability that requires special education services and supports in order to make academic progress. A child with such a diagnosis may be eligible for IEP services.
What is the definition of Specific Learning Disability (SLD) as a qualifying disability in special education?
Specific Learning Disability (SLD) is a broad category signifying learning differences that impact a child’s ability to do one or more of the following: read, write, listen, speak, reason, and do math; diagnoses include Dyslexia, Dysgraphia, Dyscalculia, Auditory Processing Disorder.
What is the definition of Speech or Language Impairment (SLI) as a qualifying disability in special education?
Speech or Language Impairment (SLI) is a communication disorder that adversely affects a child’s educational performance. Examples include stuttering, articulation issues, language impairment, voice impairment.
What is the definition of Visual Impairment including Blindness (VI) as a qualifying disability in special education?
Visual Impairment including Blindness (VI) is a category used for a child who has vision issues that cannot be corrected with corrective eyewear. This is one of the 13 categories named by the law that qualify a child for an IEP.
What is the difference between school-based and clinic-based services?
The focus of school-based services is on the child’s ability to access their education, both in terms of curriculum and environment. Clinical services look at not just the child’s role as a student but also their role in home and community environments.
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