Special Education Law

Disability Special Education, and Service Delivery Models

What is disability?

Disability is the interaction between individuals with a health condition (e.g. cerebral palsy, Down syndrome and depression) and personal and environmental factors (e.g. negative attitudes, inaccessible transportation and public buildings, and limited social supports.)

Where do children with special needs receive speech/language services?

Rehab hospitals/medical centers, Schools, Clinics/Private Practice, Home health agencies, Community agencies (Regional Centers)

Special Education Law of 1965?

Title VI to the Elementary & Secondary Education Act of 1965 created the Bureau of Education for the Handicapped (now Office of Special Education Programs)

Special Education Law of 1973?

Section 504 of the Rehabilitation Act of 1973 (protects individuals from discrimination based on their disability.)

Special Education Law of 1975?

Education For All Handicapped Children Act (Public Law 19-142), now known as Individuals with Disabilities Education Act (IDEA)

Special Education Law of 1990 IMPORTANT

Americans with Disabilities Act is ENACTED

1997

IDEA is reauthorized

2001

No Child Left Behind

2004

IDEA reauthorized

2015

IDEA is amended along with the passing of the Every Student Succeeds Act (ESSA)

What age are children serviced through IFSP?

0-3 years

What does IFSP stand for?

Individualized Family Service PLan

Components of IFSP

• Cover sheet (ID info, participants, insurance info)

• Family information

• Health Status

• Developmental status

• IFSP outcomes

• IFSP services

• Parental Consent and Procedural Safeguards

Components of IEP

• Cover Page

• Present levels

• Annual goals and objectives

• Services

Components of IEP (continued)

• Disability category(s)

• Accomodations

• Special Factors

• State-wide assessments

• Educational setting, LRE and FAPE

• Signatures and consent

Continuum of needs/functioning:

• Severely Impaired

• Moderately Impaired

• Mildly Impaired

• Typically Dev.

LRE and FAPE are important considerations during __ process.

IEP

Typical Programming Options for Severe Impairments

• Public Schools: Continuum of support

  • Extensive needs classrooms/Moderate -Severe classrooms/Special day classrooms

  • Partial day inclusion in general ed.(Resource setting for the other part of the day)

  • Full-day inclusion in general ed with full-time assistance and pull-out services

• Consultation/outside “vendors” involved at any point

• Outside agency support (Regional center, Counseling centers, Autism specialists)

• Related services (OT, PT, SLP) push-in to classrooms or do pull-out

Typical Programming Options for Moderate Impairment

• Public schools

  • Inclusion in general ed for 50% of the time

  • Resource for SDC setting, depending on level of need

  • Related services(speech/language, occupational, physical therapy) usually do pull-out services or push-in

  • Possible consulting agencies and supporting agencies(counselors, regional center

• Parents may access outside therapies which may or may not be reimbursed by Medi-Cal or private insurance

• Non-public schools

Typical Programming Options for Mild to Moderate Impairment

• Private companies/therapists

• Public School services (resource rooms, related services)

• Special day classrooms

• General education setting at least 40% of the time

Disability Categories

• Intellectual Disability(ID)

• Hard of Hearing (HH)

• Deafness (DEAF)/Hearing Impairment (HI)

• Speech or Language Impairment (SLI)

• Visual Impairment (VI)

• Emotional Disability (ED)

• Orthopedic Impairment (OI)

• Multiple Disabilities (MD)

• Autism (AUT)

• Traumatic Brain Injury (TBI)