The Top 10 Basics of Special Education Are you are a parent or an educator new to the special education process implemented in ND schools? This webinar will provide participants with a summary of the history of the Individuals with Disabilities Education Act (IDEA), and an overview of the basic steps in the special education process from referral to IEP review. Information used in the development of this webinar originates from the ND Department of Public Instruction, Office of Special Education, guidance document "Parent Guide to Special Education" and information from the Center for Parent Information and Resources/CPIR. Slide 1 - The Top 10 Basics of Special Education Welcome to the webinar “The Top 10 Basics of Special Education”. Slide 2 - Goal of this Webinar The main goal of this webinar is to provide parents and professionals an overview of the basic steps in the special education process from referral to the review of the Individualized Education Program, IEP. Slide 3 - Parent Guide to Special Education https://www.nd.gov/dpi/uploads/60/ParentGuidetoSpecialEducation2018.pdf There were two main documents that were used in the development of this webinar. The first document was the ND Department of Public Instruction, ND DPI, Office of Special Education, guidance document – Parent Guide to Special Education. The link to this Guide is located in the Additional Resources section. The Parent Guide was written for parents to answer questions they may have as they begin to take part in the special education process in North Dakota. A description of the main sections is provided on page 2 of the Guide. Slide 4 - Building the Legacy: IDEA Training Curriculum The Top 10 Basics of Special Education Written by: Lisa Kupper National Dissemination Center for Children with Disabilities (NICHCY) The second document used was the module “The Top 10 Basics of Special Education”. This module is part of the Building the Legacy training curriculum that was produced by NICHCY, the National Dissemination Center for Children with Disabilities. When NICHCYs’ funding ended in 2013, the Building the Legacy training curriculum was moved to the Center for Parent Information and Resources, CPIR. In addition to the Building the Legacy modules, CPIR has a wide variety of resources for families of children with disabilities. Be sure and check out their website. http://www.parentcenterhub.org/ Slide 5 We have included several quotes to remind us what brought us here today. "All of us do not have equal talent but all of us should have an equal opportunity to develop our talent." John F. Kennedy Slide 6 - The Top 10 Basics of Special Education Now on to the main goal for this webinar – to provide an overview of the basic steps in the special education process from referral to the review of the Individualized Education Program, IEP. Let's take a look at these 10 Basic Steps. Slide 7 - 10 Steps: The Basics of Special Education Process under IDEA The 10 steps we will be discussing this afternoon are: 1. Child is identified as possibly needing special education and related services. 2. Child is evaluated. 3. Eligibility is decided. 4. Child is found eligible for services. 5. IEP meeting is scheduled. 6. IEP meeting is held and the IEP is written. 7. Services are provided. 8. Progress is measured and reported to the parents. 9. IEP is reviewed 10. Child is reevaluated. Slide 8 The listing of the 10 Steps on the previous slide is one way to describe the progression of the special education process. On pages 3 through 5 in the Parent Guide to Special Education, you will find a comprehensive chart which provides a description of the Steps in the Process as well as the parent’s and school district’s role in each step of the process. When you take a look at these pages in your copy of the Parent Guide, you will see three columns. The first column defines the Steps in the Process similar to what we will be discussing in the webinar, the second column provides examples of the parent's role in each step, and the third column defines the school district's role in each step. Slide 9 - 10 Steps: The Basics of Special Education Process under IDEA Step 1. Child is identified as possibly needing special education and related services. Beginning with Step 1, a child is identified as possibly needing special education and related services. This translates to mean that a child is having some sort of difficulty in a school setting. Also, before a child is old enough to attend school, it’s not uncommon for a babysitter, a daycare provider, or preschool staff to express concern to the young child’s parents about developmental or learning delays and suggest that the parents contact the appropriate agency. Slide 10 - Child Find To assist states in this identification process, the I.D.E.A. includes a component called Child Find that requires States to identify, locate, and evaluate all children with disabilities, ages birth to 21, who may be in need of special education services. In ND, the ND Department of Human Services is the public agency responsible to provide Child Find services for children ages 0 to 3. The ND Department of Public Instruction, Office of Special Education, is responsible to assure that Child Find is available to students ages 3 through 21. For ages 0 to 3 contact: ND Department of Human Services https://www.nd.gov/dhs/services/disabilities/earlyintervention/index.html For ages 3 to 21 contact: ND Department of Public Instruction, Office of Special Education https://www.nd.gov/dpi/SchoolStaff/SpecialEd/staff/ Slide 11 - Who can make a referral? The parent of a child or the school district may initiate the initial evaluation procedures. Persons such as employees of the school district or other public agencies may identify children who might need to be referred for an evaluation. However, it is the parent of a child and the public agency that have the responsibility to initiate the evaluation procedures. After a referral is made and before the evaluation process begins: • you must be given prior written notice regarding the proposed evaluation; and • the school district must have your consent in writing before it can evaluate your child. • If you refuse to give your consent to evaluate, the school district may request mediation and/or a due process hearing. If there is a concern, who can make a referral for an evaluation? Guidance relating to that question can be found in the section of the Parent Guide, “Answers to Questions You Might Have About the Special Education Process”. Let's look at the answer to the question relating to referral for evaluation on page 9 of the Guide. As stated in the first paragraph of this slide - The parent of a child or the school district may initiate the initial evaluation procedures. Persons such as employees of the school district or other public agencies may identify children who might need to be referred for an evaluation. However, it is the parent of a child and the public agency that have the responsibility to initiate the evaluation procedures. Slide 12 As we discuss the steps from identification to evaluation, this quote is a great reminder that… "Every student can learn, just not on the same day or the same way." George Evans Slide 13 - Before Conducting an Initial Evaluation After a referral for evaluation has been made, and before conducting an initial evaluation of a child, a public agency must... • Provide the parents with a prior written notice, • Provide the parents with a notice of their procedural safeguards, and • Obtain the parent’s informed written consent. Slide 14 The ND Department of Public Instruction, Office of Special Education, has developed guidance documents which provide a detailed explanation regarding Prior Written Notice, Procedural Safeguards and Consent. Slide 15 In addition to the two documents mentioned on the previous slide, you will find further guidance relating to these topics in the section of the Parent Guide, “Answers to Questions You Might Have About the Special Education Process”. Let's take a look at a few of these questions. On page 6 of the Parent Guide to Special Education, you will see the question: What are Procedural Safeguards? And on pages 10 and 11 you will see the questions: What does consent mean? and When must a school district obtain my consent? Slide 16 - 10 Steps: The Basics of Special Education Process under IDEA Step 2. The Child is Evaluated. Slide 17 - Purposes of Evaluation The three main purposes for an evaluation are: • To see if the child is a child with a disability, as defined by IDEA • To gather information that will help determine the child’s educational needs • To guide decision making about appropriate educational programming for the child A child’s initial evaluation must be individual and comprehensive. To obtain a comprehensive picture of a child’s strengths and weaknesses, information about a child must be collected through a variety of approaches and from a variety of sources. Combined, this information can be used to determine whether the child has a disability under IDEA, the specific nature of the child’s special needs, whether the child needs special education and related services and, if so, to design an appropriate program. Slide 18 & 19 - When does my child need to be evaluated? If the follow-up services and interventions tried by the parent and school or agency personnel do not assist the student in addressing the difficulty experienced, the process of collecting additional information should be initiated, in a timely manner, through a referral for a comprehensive evaluation. The evaluation process is used to determine whether your child has a disability and the educational needs of the child. This process is individualized for each student and uses a multidisciplinary team with you as one of its important members. The evaluation process for your child must: • be completed within 60 calendar days from the time your consent to evaluate is received; • include information about your child’s academic, developmental and functional performance; • be performed by a multidisciplinary team, which includes you; • be administered in your child’s native language or other mode of communication; and • be unbiased, or given in such a way so as not to discriminate against your child, regardless of his/her cultural background, race or disability. If your child is already receiving special education services, a reevaluation must be conducted at least every three years to ensure that your child is still eligible to receive special education services and to determine if the services are appropriate. You still have the right to request an evaluation to determine whether your child continues to be eligible. An evaluation is also required before your child is dismissed from special education services. Additional information regarding the special education evaluation process can be found on pages 11 and 12 of the Parent Guide and in the ND DPI Office of Special Education, Guidelines: Evaluation Process. https://www.nd.gov/dpi/uploads/60/EvaluationProcess20141.pdf Slide 20 - 10 Steps: The Basics of Special Education Process under IDEA Step 3. Eligibility is decided. Parents are part of the group that decides eligibility. Once a child has been evaluated, eligibility for special education and related services is determined by a group of qualified professionals including the child’s parents. Slide 21 - Who is eligible under IDEA? There are three key components to consider when determining if a child is eligible for special education services. The regulations for the IDEA defines a child with a disability as including a child: (a) who has been evaluated in accordance with IDEA requirements; (b) who has been determined through this evaluation to have one or more of the disabilities included in IDEA; and (c) who, because of a disability, needs special education and related services. Slide 22 - What are the disability categories in IDEA? As stated on the previous slide, the regulations for the IDEA defines a child with a disability as including a child: (a) who has been evaluated in accordance with IDEA requirement: (b) who has been determined through this evaluation to have one or more of the disabilities included in IDEA. Listed on this slide are the 13 disability categories in North Dakota. This list includes: • Autism • Deaf-Blindness • Deafness • Emotional Disturbance • Hearing Impairment • Intellectual Disability • Orthopedic Impairment • Other Health Impairment • Noncategorical Delay • Specific Learning Disability • Speech or Language Impairment • Traumatic Brain Injury • Visual Impairment Pages 6-8 in the Parent Guide to Special Education provide a description of each of these categories. Slide 23 - 10 Steps: The Basics of Special Education Process under IDEA Step 3. Eligibility is decided. > Yes > Step 4. Child is found eligible for services. Step 4. A child is found eligible for special education services. If the child is a “child with a disability” as defined by IDEA the child is then considered eligible for special education and related services and continues to the Individualized Education Program, IEP, process. Slide 24 - If my child is not eligible for or in need of special education services under IDEA, is other help available from the school? A child who has a disability but who is not eligible under IDEA may be eligible for the protections afforded by other laws—such as Section 504 of the Rehabilitation Act of 1973, as amended. Information relating to Section 504, is addressed on page 6 of the Parent Guide. If your child is not eligible under the IDEA, but has a disability, your child may be eligible for assistance under Section 504. Section 504 is a civil rights act that protects the rights of people with disabilities. If you have additional questions, contact your local school and ask to speak with the Section 504 Coordinator. Other options at your child’s school may include Title I services or other support services. School districts must make their programs and activities accessible as well as usable to all individuals with disabilities. Slide 25 Pathfinder Services of ND, also has several resources focused on Section 504. A link to one of these resources is available in the Additional Resources Section. In addition, you will find several books and print resources by going to our website and searching Section 504. Slide 26 Step 5 – An IEP meeting is scheduled. IEP is an acronym standing for individualized education program. An IEP is a written statement of the educational program designed to meet a child’s individual needs. Every child with a disability who receives special education and related services under IDEA must have an IEP. An IEP meeting must be held within 30 calendar days after it is determined, through the full and individual evaluation, that a child has one of the disabilities listed in IDEA and needs special education and related services. Slide 27 The NDDPI, Office of Special Education, has developed a Guideline to assist educators who are developing IEPs for students with disabilities. https://www.nd.gov/dpi/uploads/60/IEPGuide42017.pdf Slide 28 - 10 Steps: The Basics of Special Education Process under IDEA Step 6. The IEP meeting is held, and the IEP is written. Together, the IEP team develops the IEP, drawing on the evaluation data and the picture it provides of the child’s strengths and academic, developmental, and functional needs. The IEP has two general purposes: (1) to set learning goals for the child; and (2) to state the services that the public agency will provide for the child. The IEP must contain specific information about the child. Of great importance is how the IEP starts—the description of “the child’s present levels of academic achievement and functional performance”. The child’s present level of performance is a comprehensive description of a child’s abilities, performance, strengths, and needs which provides a foundation upon which the rest of the IEP can be developed to specify appropriate goals, services, supports, accommodations, and placement for the child. Slide 29 - 10 Steps: The Basics of Special Education Process under IDEA Step 7. Services are provided. Once the IEP is written, it is time to carry it out—in other words, to provide the child with the special education and related services as listed in the IEP. The public agency must have the parents’ written informed consent before the initial provision of special education and related services to the child. IDEA states that, as soon as possible following development of the IEP, special education and related services must be made available to the child in accordance with the child’s IEP. Slide 30 Another great quote for all of us to remember is that… "We cannot always build the future for our children, but we can build our children for the future." Franklin D. Roosevelt Slide 31 - 10 Steps: The Basics of Special Education Process under IDEA Step 8. Progress is measured and reported to the parents. Part of a child’s IEP must specify how the child’s progress will be measured. Progress must also be reported periodically to parents. The periodic reporting of progress gives parents, other members of the IEP team, and the public agency the opportunity to review the IEP and make adjustments if they are warranted. Slide 32 - 10 Steps: The Basics of Special Education Process under IDEA Step 9. The IEP is reviewed. The IEP is not a static document. It can be changed to reflect the child’s learning, growth and progress. The IEP Team is responsible for determining how and when the IEP needs to be changed to appropriately address the child’s needs. Slide 33 - IEP Review: Points to Remember Lets take a look at a few points to remember regarding IEP review. Point 1: IDEA requires that the IEP Team review the child’s IEP “periodically” but not less than once a year. One purpose of this review is to see whether the child is achieving his or her annual goals and to revise the document to address any lack of expected progress toward the annual goals and in the general education curriculum. Point 2: The IEP Team may find it necessary to review and revise the IEP more often. Either the parents or the school can ask to hold an IEP meeting to revise the child’s IEP. Point 3: The basic process already described for developing the IEP—parent notification, scheduling, arranging for interpreters, membership of the IEP Team, considering the special factors, the parents’ right to a copy of the IEP, ensuring that all service providers of the child have access to the child’s IEP and know their responsibilities—also applies when the IEP is reviewed and, as appropriate, revised. Slide 34 - 10 Steps: The Basics of Special Education Process under IDEA Step 10. Child is reevaluated. The purpose of reevaluation is to determine if the child continues to be a “child with a disability,” as defined by I.D.E.A, and to determine the child’s educational needs. Children grow and change, and the public agency has an obligation to monitor their educational and developmental progress. The NDDPI Office of Special Education, Guidelines: Evaluation Process, provides a description of the reevaluation process used in ND schools. Slide 35 - 10 Steps: The Basics of Special Education Process under IDEA 1. Child is identified as possibly needing special education and related services. 2. Child is evaluated. 3. Eligibility is decided. 4. Child is found eligible for services. 5. IEP meeting is scheduled. 6. IEP meeting is held and the IEP is written. 7. Services are provided. 8. Progress is measured and reported to the parents. 9. IEP is reviewed 10. Child is reevaluated. We have completed our journey through the Top 10 Basic Steps in the Special Education Process. We hope this information has been beneficial to you and that you will join us for additional presentations in the near future. Slide 36 As we end the presentation today let's all remember this quote: "While we try to teach our children all about life... Our children teach us what life is all about." Angela Schwindt Slide 37 - Pathfinder Services of ND Thank you for viewing this webinar. Please send your questions or requests to info@pathfinder-nd.org. In addition we would appreciate your feedback by completing the survey that is available in the Additional Resource section. Again, thank you for attending.