Ten Comments You May Hear at IEP Meetings and How You Should Respond
http://www.friendshipcircle.
|
||||||||||||||||||||||||||||
| Yellow Pages for Kids l Blog l Law l Advocacy l Training l Store l Subscribe l Sitemap l Contact Us | ||||||||||||||||||||||||||||
|
||||||||||||||||||||||||||||
| What People Are Saying About The Special Ed Advocate Newsletter“Thanks for the trustworthy information an support you provide through the Wrightslaw web site and newsletter. You helped our family act when we needed to – we are thriving now.” | ||||||||||||||||||||||||||||
|
||||||||||||||||||||||||||||
Effective advocacy comes from research, planning, and preparation. When a meeting is scheduled, it is time to prepare. Remember the rules:
|
|||||||||||||||||||||||||||
| Yellow Pages for Kids l Blog l Law l Advocacy l Training l Store l Subscribe l Sitemap l Contact Us | |||||||||||||||||||||||||||
|
|||||||||||||||||||||||||||
|
What People Are Saying About The Special Ed Advocate Newsletter
“Thanks for the trustworthy information and support you provide through the Wrightslaw web site and newsletter. You helped our family act when we needed to – we are thriving now.” |
|||||||||||||||||||||||||||
|
|||||||||||||||||||||||||||
| Visit Wrightslaw.com | |||||||||||||||||||||||||||
In a crisis, you feel frightened, confused, guilty, angry, and helpless. Your common sense and good judgment vanish. What should you do? During a crisis, your first response is likely to be a big mistake!
| Definition IDEA: Sec. 300.8(c)(10) |
Specific learning disability. (i) General. Specific learning disability means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.
What is an IEP?
An IEP is an Individualized Education Plan, mandated by the Individuals with Disabilities Education Act (IDEA).
IDEA requires public schools to develop an IEP for every student with a disability who is found to meet the federal and state requirements for special education. The IEP must be designed to provide the child with a Free Appropriate Public Education (FAPE).. The IEP refers both to the educational program to be provided to a child with a disability and to the written document that describes that educational program.
Key considerations in developing an IEP include assessing students in all areas related to the suspected disability(ies), considering access to the general curriculum, considering how the disability affects the student’s learning, developing goals and objectives that make the biggest difference for the student, and ultimately choosing a placement in the least restrictive environment.
WHAT IS SECTION 504?
Section 504 is the part of the Rehabilitation Act of 1973 that applies to individuals with disabilities. It is a civil rights act that protects the civil rights of persons with disabilities. Section 504 is a nondiscrimination statute, prohibiting discrimination based solely on disability.
Section 504 requires that no person with a disability can be excluded from or denied benefits of any program receiving federal financial assistance; this includes education. It is important to keep in mind that some students who have physical or mental conditions that limit their ability to access and participate in the education program are entitled to accommodations under Section 504, even though they may not fall into a disabilities category covered under special education.
A student is eligible for accommodations under Section 504 if the student has a mental or physical impairment that substantially limits one or more of a student’s major life activities that impacts education.
“Major life activities” include functions such as caring for one’s self, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning, and working. When a condition does not substantially limit a major life activity that impacts education, the student does not qualify for protection under Section 504.
Many students eligible for Section 504 accommodations have special health care needs; some could include: HIV, Tourette syndrome, attention deficit hyperactive disorder (ADHD), heart malfunctions, communicable diseases, urinary conditions, blood disorders, chronic fatigue syndrome, school phobia, respiratory conditions such as asthma, epilepsy, cancer, birth defects, tuberculosis, diabetes, and food allergies.
Some children who do not qualify for special education may be eligible for services under Section 504 of the Rehabilitation Act of 1973 that protects the rights of persons with disabilities. A Section 504 plan is developed by a team that includes the parents and can provide the student with accommodations or services that are needed.
WHAT ARE THE SCHOOL RESPONSIBILITIES UNDER SECTION 504?
It must be emphasized that Section 504 falls under the management responsibility of the general education program. The school staff and parents need to work in collaboration to help guarantee that the student is provided with the necessary accommodations. To be in compliance with Section 504, schools must:
1. Provide written assurance of nondiscrimination.
2. Designate a 504 Coordinator.
3. Provide grievance procedures to resolve complaints.
4. Provide notice of nondiscrimination in admission or access to its programs or activities. Notice must be included in a student/parent handbook.
5. Identify and locate annually all qualified children with disabilities who are not receiving a public education.
6. Notify annually persons with disabilities and their parents or guardians of the district’s responsibilities under Section 504.
7. Provide parents or guardians with procedural safeguards.
8. Conduct a self-evaluation of school district policies, programs, and practices to make sure discrimination is not occurring.
WHAT ARE THE RESPONSIBILITIES OF PARENTS?
1. Share your concerns with the school early before they become major problems.
2. Be involved in Section 504 meetings concerning your child.
3. Assist in developing appropriate accommodations for your child.
4. Encourage your child to cooperate with school staff and do his/her best.
5. Collaborate with other agencies, such as vocational rehabilitation, when appropriate.
6. Use mediation or the grievance procedure as options if a difference cannot be resolved with the school.
WHAT ARE THE RESPONSIBILITIES OF THE STUDENT?
1. Be involved at Section 504 meetings, when appropriate.
2. Be familiar with your Section 504/ADA rights at postsecondary programs before graduating from high school.
3. Cooperate and put forth maximum effort at school. (Information taken from the Utah State Office of Education’s Parent’s Guide to Section 504
Click on link below for a power point presentation on 504/IEP
http://www.dyslexiacenterofutah.org/wp-content/uploads/2010/02/504ideapresentation.ppt