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Education
Overview
Special Education is instruction that is specially designed to meet the unique needs of children who have disabilities. Many children have trouble in school. It is important to find out why. The child may have a disability. By law, schools must provide special help to eligible children with disabilities. This help is called special education and related services.
Special
Education is mandated by the Individuals with Disabilities Education Act
(IDEA), Public Law, 105-17. The IDEA provides a definition of a “child
with a disability”. This law lists 13 different disability categories under
which a child may be found eligible for special education and related services.
These categories are:
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Autism
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Deafness
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Deaf-blindness
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Hearing Impairment
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Mental Retardation
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Multiple Disabilities
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Orthopedic impairment
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Other health impairment
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Serious emotional disturbance
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Specific learning disability
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Speech or language impairment
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Traumatic brain injury
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Visual impairment, including blindness
According to the IDEA, in order for a child to be eligible for special education services, the disability must affect the child’s educational performance. In other words, special education eligibility is determined by the presence of a disability (see categories above), that significantly impacts how the child does in school.
Special education services are available to all eligible children and young adults from birth through age 21. Services to very young children (age 0 to 6) are also part of the IDEA. These services are called early intervention services (for children 0 to 3) and preschool services (for children ages 3 to 6). Following preschool, a child enters kindergarten followed by elementary, junior high or middle school, and high school. Many children with developmental disabilities can continue to receive services beyond high school and through the school year in which they turn the age of 21.
At the age of 14, schools are required by law to start transition planning and address the need for transition services through the IEP process. These services assist the student and their family in planning for and making a successful transition from public school life being able to live, work and play as an adult in the community.
Either a parent/guardian or
advocate may ask the school to evaluate their child, or the school may request an
evaluation to determine a child's eligibility for special education
services. This evaluation is at no
cost to the parent. The evaluation will determine if the child has a disability
that significantly affects how they do in school (will determine whether the
child qualifies for special education services), and suggest what kind of
special help and services the student may benefit from. If the
child is eligible for special education services, the parents and school will
begin working together to design an educational program to fit the individual
needs of the child.
There
are several basic processes involved when a child with a disability is
determined to be eligible for special education or early intervention services:
Referral
When
parents, school people, or friends notice that a child may need special help,
they should give that information in writing to the school system. A team of
school people will gather information and decide if an evaluation is needed.
Evaluation
An
evaluation is a careful look by a team of teachers and specialists at a
child’s abilities, strengths, and weaknesses. It provides information about
the child’s educational needs and may also include information provided by the
parents that can assist in determining whether a special education program is
necessary for the child.
Eligibility
In order
for a child to receive special education services, the child first must qualify
according to state guidelines. At the eligibility meeting, a team of qualified
professionals and the parents of the child make a decision as to whether or not
the child meets the requirements to receive special education and related
services.
Individualized
Education Plan (IEP)
Every
child in special education must have an Individualized Education Plan (IEP)
written each year. The
IEP is a written statement describing the specially designed services that will
be provided to meet the needs of the individual child. Parents are vital members of the team and
participate with the school in the development of the IEP. The child should also
participate in the decision making process as early as is appropriate.
Annual
Review
At least
once a year, parents and teachers meet to review the child’s IEP. Any time
there is a change or proposed change in a child’s school program, parents and
teachers must gather more information and reassess the appropriate educational
program. Every three years a child’s eligibility for special education and
related services is reviewed. This may involve
a new evaluation.
Other Information Resources
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Washington State Office of the Superintendent of Public Instruction (OSPI) - Special Education
http://www.k12.wa.us/specialed/ -
Washington Administrative Code (WAC) Chapter 392-172 Rules for the Provision of Special Education to Special Education Students
http://www.leg.wa.gov/wac/index.cfm?fuseaction=chapterdigest&chapter=392-172 -
Questions Often Asked by Parents About Special Education Services (NICHCY)
http://www.nichcy.org/pubs/otherpub/lg1txt.htm -
The Individuals with Disabilities Education Act (IDEA)
http://www.ed.gov/offices/OSERS/Policy/IDEA/the_law.html -
Assistance to States for the Education of Children with Disabilities
(34 CFR, Chapter 3, Section 300: Office of Special Education and Rehabilitative Services, Department of Education)
http://www.access.gpo.gov/nara/cfr/waisidx_00/34cfr300_00.html
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This page last updated: Sunday, November 25, 2007