Special Education Process for Parents of Children with Autism Spectrum Disorders Autism: An Overview Autism Is: A developmental disability A neurological disorder Behaviorally defined A communication, sensory and interactional disability Treated through good educational programs Variable in its severity across individuals Autism Is Not: A mental or emotional illness Curable Diagnosable by any type of medical procedure Simply a behavior The same set of behaviors in all individuals Purpose of IDEA IDEA ensures that children with disabilities have available a free appropriate public education (FAPE) with the special education and related services they need so they can benefit from their educational program. IDEA (federal law) Federal Regulations Missouri State Plan Special Education Program Review Standards and Indicators www.ptimpact.org / info@ptimpact.org 1
Purpose of IDEA IDEA Regulations http://idea.ed.gov State Plan wwwdese www.dese.mo.gov/divsped/stateplan/index.html Standards and Indicators dese.mo.gov/divspeced/compliance/standardsmanual/index.html Definition of FAPE Free Appropriate Public Education (FAPE) means special education and related services are provided: At public expense Under public supervision At no cost to the parents and Meet the standards of the State Education Agency Include preschool, elementary school, or secondary school Are provided in conformity with an IEP FAPE applies to all children with disabilities including those who have been suspended or expelled from school. 1 Child is identified as possibly needing special education and related services Eligible 4 Child is Found for Services Initiate Services 7 Special Education Process Child is reevaluated 10 2 Eligibility Child is Evaluated Determination 3 5 IEP Meeting Scheduled Progress is Measured and Reported 8 6 IEP Written Placement Determined IEP Reviewed 9 www.ptimpact.org / info@ptimpact.org 2
Requesting that Your Child be Evaluated Your informed written consent must be given for the evaluation to take place, except in the circumstances where further assessment is not needed. Explain your child s problems and why you think an evaluation is needed Share important information with school staff about your child s performance and your concerns Ask for an evaluation in writing and keep a copy of the request Keep Records Medical records School records Assessments Observations Telephone notes Samples of schoolwork IEPs Discipline reports Letters Access to Records Parents have the right to inspect and review all educational records in their child s file. An agency may presume that the parent has authority to inspect and review the child s records unless the agency has been advised otherwise under applicable state laws. For more information: Family Educational Rights and Privacy Act (FERPA) www.ed.gov/offices/om/fpco/ferpa/ www.ptimpact.org / info@ptimpact.org 3
The Initial Evaluation Evaluation always begins with a review of existing relevant data. Additional data may or may not need to be collected through assessment to determine: If a child qualifies for an educational diagnosis The child s present levels of academic achievement and functional performance Whether the child needs special education and related services, supplementary aids and services, and/or modifications to participate, as appropriate, in the general curriculum. Prior Written Notice Written notice whenever the public agency proposes or refuses to initiate or change: Identification Evaluation Educational Placement Provision of FAPE Procedural Safeguards Given only 1 time per year, except upon: Initial Request or referral for evaluation First occurrence of the filing of a child complaint Request by parent. What do procedural safeguards contain? Full explanation of procedures in place to protect children and parent s rights Should be: In Parents native language unless clearly not feasible to do so Written in an easily understandable manner. http://dese.mo.gov/se/compliance/proc_safe/index.html www.ptimpact.org / info@ptimpact.org 4
Informed Written Consent Initial evaluation or reevaluation, consistent with Missouri State Plan Initial provision of special education and related services Written consent is not required for review of existing data as part of evaluation or reevaluation Consent for evaluation is not an agreement for placement in special education The Initial Evaluation The evaluation information should be sufficiently comprehensive should include all areas of suspected disability to identify all of the child s special education and related services needs and include all areas of suspected disability. Evaluation areas to be included, if appropriate, are: Vision Health/Motor Hearing Speech/Language Intellectual/Cognitive Adaptive Behaviors Social/Emotional/Behavioral Status Academic Achievement Transition Assistive Technology Possible Components for Assessment Behavior Rating Scales Direct Behavioral Observations Psychological Assessment Educational Assessment Communication Assessment Occupational Assessment www.ptimpact.org / info@ptimpact.org 5
Educational Eligibility vs. Medical Diagnosis How is Eligibility Determined Medical and Mental health professionals may make diagnoses, but educators dt determine eligibility ibilit for special education services Medical information must be considered, but does not determine eligibility. IEP Team must include a qualified professional. The Medical Terms Pervasive Developmental Disorders (PDD) Autism Spectrum Disorders Autistic Disorder PDD Not Otherwise Specified Asperger s Disorder Rett s Disorder Childhood Disintegrative Disorder What Assessments Might be Used for Children on the Spectrum? Autism Diagnostic Observation Schedule (ADOS) Childhood Autism Rating Scale (CARS) Gilliam Autism Rating Scale (GARS) Gilliam Asperger s Disorder Syndrome (GADS) Asperger s Syndrome Diagnostic Scale (ASDS) It is not the scores, but the pattern of responses to the individual items that determine eligibility. www.ptimpact.org / info@ptimpact.org 6
Criteria for Initial Determination of Eligibility for ASD Required: Disturbances of speech, language, cognitive and nonverbal communication Disturbances of the capacity to relate appropriately to people, events, or objects Other Behaviors Which the Child May Exhibit...but not required: Disturbances in developmental rates and sequences Disturbances in responses to sensory stimuli Eligibility Quadrant Form Communication/cognition disturbances Relatedness disturbances Development disturbances Sensory disturbances Who Makes the Decision? Upon completing the administration of tests and other evaluation materials, a group of qualified professionals and the parent of the child must determine whether the child is a child with a disability and the educational needs of the child. 34 CFR 300.306 Missouri State Plan Regulation III The Two Parts of Eligibility Determination Decision: 1. Meeting one of the categorical disability criteria outlined in the Missouri State Plan 2. Demonstrating a need for special education and related services www.ptimpact.org / info@ptimpact.org 7
Who Makes the Decision? Lack of instruction in math or reading or limited English proficiency cannot be the reasons for deciding a child is eligible for special education services if the child does not otherwise meet eligibility requirements. Parents must be given the opportunity to participate p in all meetings related identification, evaluation, educational placement, and the provision of FAPE for their child. AND Parents have the right to challenge or appeal any decision related to the identification, evaluation, or educational placement of their child or the provision of FAPE to their child. Disability Categories Autism Deaf/Blind Emotional disturbance Hearing impairment/ Deafness Mental retardation Multiple disabilities Orthopedic impairment Other health impairment Specific learning disability Speech/language categories Language impairment Sound system disorder Speech/Fluency Speech/Voice Traumatic brain injury Vision impairment YCDD Young Child with Developmental Delay Child found eligible for services The child must have been evaluated in accordance with IDEA, have one of the disabilities listed and, by reason thereof, need special education and related services. If Child is found NOT eligible for services If a parent disagrees with the public agency s evaluation, the agency must upon request of an Independent Educational Evaluation (IEE): Provide an independent educational evaluation at public expense, or Initiate a hearing to show that the evaluation was appropriate. www.ptimpact.org / info@ptimpact.org 8
What is an IEP? This is an acronym standing for Individualized Education Program. Very briefly, an IEP is a written document of the educational program designed to meet a child s unique needs. Every child with a disability who receives special education and related services under IDEA must have an IEP. The IEP has two general purposes: 1. to set reasonable learning goals for the child 2. to state the services that the public agency will provide for the child. Your child s IEP is developed at the IEP team meeting. Once written, IEPs must be reviewed and revised at least once a year based on your child s progress or regression as evidenced by assessments, data collection or new developments. You may request an IEP meeting during the year if you think changes are needed and/ or the IEP may be amended as needed. IEP s: Parent s Need to Know The IEP is... Developed within 30 calendar days once the child is determined eligible for services In effect at the beginning of school year and before services are provided Implemented as soon as possible following the meeting (generally within 1 5 days) Reviewed/revised annually (no more than 365 calendar days apart) Copied and provided to the parents by the agency within 15 20 calendar days of the meeting IEP Meeting is Scheduled Parents must be given the opportunity to participate in all meetings related to the identification, evaluation, educational placement, and the provision of FAPE for their child. Each public agency must take steps to ensure that one or both parents are present at each IEP Team meeting or are afforded the opportunity to attend. www.ptimpact.org / info@ptimpact.org 9
IEP Meeting is Scheduled Parents are part of the team that makes the decision regarding their child s: PLAAFP How the disability affects their education, the child s strengths, parent concerns, changes in the current functioning of the child since the initial or last IEP, summary of the most recent evaluation or reevaluation and for students participating in alternative assessments a description of benchmarks or short term objectives Eligibility Annual measurable goals and objectives or benchmarks Education placement IEP s: Parent s Need to Know Your child s evaluation as well as any changes from the last IEP, strengths, and your concerns as a parent develops the Present Level of Academic Achievement and Functional Performance (PLAAFP) Present Level of Academic Achievement and Functional Performance (PLAAFP) drives the development of Measurable Annual Goals along with accommodations and modifications that relate to your child s need to participate and progress in general education. Measurable Annual Goals determine provision of specific services IEP s: Parent s Need to Know Planning for the IEP Meeting Know who will attend and who you will bring Let school personnel know as soon as possible if the meeting time does not work for you Review what must be contained in the IEP and consider how each area relates to your child Ask for and review evaluation data before the IEP meeting Gather information to share (e.g., medical, etc.) Observe your child in the classroom, if practical www.ptimpact.org / info@ptimpact.org 10
IEP s: Parent s Need to Know Planning for the IEP Meeting Watch and record your child s behavior at home Write down what your child can and cannot do, likes and dislikes, interactions with other children and family members Write down your questions Write down your priorities Write down the educational concerns you have for your child Keep records of your child s work, parent conferences and progress reports. Use this information to monitor your child s progress and prepare for future meetings. Members of the IEP Team Parent(s) Student Local Educational Agency (LEA) representative * *This person should be qualified to provide, or to supervise provision of, special education and should be knowledgeable about the general curriculum and the availability of resources of the public agency Special education teacher of the child Regular education teacher of the child (if the child is, or may be, in the regular education environment) Someone who can interpret instructional implications of evaluation results Part C Representative, if applicable Members of the IEP Team Representative of agency providing postsecondary transition services, if applicable Others with knowledge or special expertise regarding the child (this is at the discretion of either the parent or the agency) Attendance is not necessary* when an IEP team member s area is not modified or discussed. A team member may be excused from attendance when the parent and the agency consent* to the excusal The member submits input in writing to the parent and the team *Parent gives written consent www.ptimpact.org / info@ptimpact.org 11
IEP s: Parent s Need to Know To the extent appropriate, the regular education teacher helps develop the IEP Parent and school may agree, after the first annual IEP meeting to amend or modify the IEP without having another meeting that school year Reevaluations and IEP team meetings may be held at the same time The IEP may be changes at or without a meeting and may have an amended page. Parents may request a copy of the amended IEP. The IEP Component Checklist The following must be included in the IEP: A list of the participants Present level Consideration of special factors Behavior Blind/Visually ll Impaired Communication Needs Limited English Proficiency Assistive Technology Extended School Year Transfer of Rights Present Level of Academic Achievement and Functional Performance The PLAAFP describes: How the child s disability affects their education The child s strengths Parent tconcerns Changes since last IEP Summary of most recent evaluation/reevaluation For students participating in alternate assessments a description of benchmarks or short term objectives www.ptimpact.org / info@ptimpact.org 12
Special Considerations: Behavior In the case of a child whose behavior impedes his learning or the learning of others, strategies including a positive bh behavior interventions must be considered, and if necessary included in the IEP. Special Considerations Consideration of special factors continued: For a child who is blind or visually impaired, provide instruction in Braille and the use of Braille, unless the IEP team determines, after an evaluation that it is not appropriate For a child with limited English proficiency, consider the language needs of the child as they relate to the child s IEP For a child with communication needs The use of Assistive Technology Extended School Year Transfer of Rights, One year before age of the majority, a statement that the child has been informed of that transfer to the child on majority Assistive Technology Device: Item, equipment, or product system to increase, maintain, or improve functional capabilities of a child Service: a service that directly assists with selecting, acquiring, or using an assistive technology device. The term includes: Evaluation Providing Equipment Maintenance/ Replacement Coordinating therapies with AT Training / Technical Assistance www.ptimpact.org / info@ptimpact.org 13
Extended School Year (ESY) Is.. Services that are provided: Beyond the normal school year In accordance with the IEP At no cost to the parents Meet State standards Transfer of Rights One year before the age of majority (18), the IEP must include a statement that the child has been informed that rights will be transferred to them on their 18 th birthday. Notice is also provided to parents All rights transfer to child, including those in the correctional system The IEP Component Checklist The following must be included in the IEP: Consideration of special factors continued: State Assessments, Any individual accommodations needed to measure academic achievement and functional performance on State and district wide assessments. If the IEP team determines alternate assessment is needed, a statement Why the child cannot take regular assessments The alternate assessment is appropriate District wide Assessments Post secondary Transition Services, if applicable Annually, beginning at age 16: Goals based on age appropriate transition assessments related to: Training, Education, Employment, Independent living Skills (where appropriate) Transition services needed to reach the goals www.ptimpact.org / info@ptimpact.org 14
Transition Services Coordinated set of activities: Results oriented Based on student needs, interests, preferences Includes instruction, related services, community experiences, employment and other post school adult living objectives and when appropriate daily living skills and functional vocational skills The IEP Component Checklist The following must be included in the IEP: Measurable annual goals, including academic and functional goals to meet: Needs so the child can be involved in and make progress in the general education curriculum Other educational needs that result from disability For children who take alternate assessments a description of benchmarks or short tem objectives How progress will be measured and when reports will be provided The IEP Component Checklist The following must be included in the IEP: Services Summary: Special Education Services Related Services Supplementary Aids/Services Program Modifications and Accommodations Supports for School Personnel Transportation as a Related Services www.ptimpact.org / info@ptimpact.org 15
Special Education Specially designed instruction at no cost to parents, to meet the unique needs of a child with a disability including Instruction in the classroom, home, hospital or institution, i i and in other settings Instruction in physical education Related Services transportation and such developmental, corrective, and other supportive services as are required to assist a child with a disability to benefit from special education. The term includes: Speech language pathology and audiology Interpreting services Psychological services Physical & occupational therapy Social work services School nurses services Counseling including rehabilitation counseling Orientation and mobility services Medical services for diagnostic or evaluation purposes Supplementary Aids and Services...services and other supports in regular education classes or other educationrelated settings that enable children with disabilities to be educated with nondisabled children to the maximum extent appropriate www.ptimpact.org / info@ptimpact.org 16
The IEP Component Checklist The following must be included in the IEP: Placement Considerations and Decision Extent of Participation in Regular Education Participation in Physical Education Participation in Program Options Nonacademic, and Extracurricular Activities Definition of LRE... To the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are not disabled IDEA Sec. 602 (5) State funding mechanisms shall not result in more restrictive placements State must revise policies when needed to ensure that funding mechanisms do not result in placement IEPs: Parents Need to Know Are the IEP goals measurable? Is my child in the regular education environment all or part of the day? Why or why not? Does the IEP list modifications, accommodations and supports, including for state and district wide test accommodations? Is the school expecting the kind of progress I believe my child should make? Is my child expected (and able) to meet graduation requirements? When will the IEP be reviewed? www.ptimpact.org / info@ptimpact.org 17
Services Are Provided Provision of special education and all related services including all supplementary aids and services and program modifications the IEP team has determined necessary and provided for the child as listed in the IEP LEA must have parents informed written consent before initial provision Must be provided as soon as possible following IEP development IEP Review and Reevaluation of Child 1. Review existing data including parent information 2. Identify what additional data (if any) are needed to determine: If the child continues to have the disability identified at the initial or most recent re evaluation Whether the child continues to need special education and related services The child s present levels of performance and educational needs If additions or modifications are needed to the special education or related services to meet the measurable annual goals set out in the IEP of the child and to participate, as appropriate, in the general curriculum Individualized Education Program 1. In effect at the start of each school year 2. In state transfers require FAPE, comparable services until the LEA Adopts previous IEP OR Develops new IEP 3. Out of State transfers require FAPE, comparable services until LEA Conducts an Evaluation (if needed) AND Develops new IEP 4. New school must try to obtain records, previous school must takes steps to respond www.ptimpact.org / info@ptimpact.org 18
Keep Records... Remember this Slide? Medical records School records Assessments IEPs Discipline reports Letters Observations Telephone notes Samples of schoolwork Therapy notes Gathering information about your child is a very important part of parent participation in the educational process. How you keep it is personal preference, but a simple and logical presentation at meetings will work best. Some parents use notebooks for each year in which they file all requests, school correspondence and records as described at left in chronological (by date) order. Others are more comfortable with having one area of the notebook be for school correspondence, one for assessments, one for progress reports, etc. and using indexes to identify the areas in the notebook. Whatever works best for you is fine as long as you are able to find and display the information you wish to discuss easily. Who do I call for Assistance? Keri Keys Leah Clausen Parent Advisor West Parent Advisor Northeast kkeys@ptimpact.org lmclausen@ptimpact.org 1 800 743 7634 7634 1 800 995 3160 Sandra Hamilton Shelley Biere Parent Advisor West Parent Advisor Southeast shamilton@ptimpact.org sbiere@ptimpact.org 1 800 743 7634 1 877 837 3536 Thank You!!! Please take time to fill out our workshop evaluation form and return it to your presenter. Also, please feel free to fill out one of our online surveys at: http://ptimpact.org/surveys.aspx For any other questions, comments or concerns email us at info@ptimpact.org or call us toll free at 1 800 743 7634. 7634. This training is the result of a joint effort of Project Access and MPACT funded through the Division of Special Education at the Missouri Department of Elementary and Secondary Education. www.ptimpact.org / info@ptimpact.org 19