For many children, they can be successful in their general education classroom if certain accommodations are put in place.  For example, many children just need a "safe spot" to go to when they feel overwhelmed or instructions presented differently (i.e. visually, in smaller chunks). These types of accommodations can usually be provided by your child's teacher.  In many schools, teachers can implement simple behavior and accommodation plans.  Therefore, the first step is to meet with your child's teacher to discuss his/her needs and how they can be met in the classroom.  In order to facilitate this process, schools are required to have General Education Intervention Teams (aka Student Intervention Teams (SIT), Student Assistance Team (SAT), CARE teams). These teams typically include teachers, administrators, counselors, parents and other professionals that could contribute to the intervention planning process (i.e. school psychologists, social workers). Hopefully, you will come up with a plan to help your child be successful while participating in the classroom with his/her peers!

According to Section 504, programs that receive federal funds (such as schools) are required to make reasonable accommodations for people with known physical or mental limitations. Therefore, this law ensures that children with disabilities should have equal access to an education. However, no funding is provided through Section 504 and local agencies are required to pay for any costs related to its implementation.

A 504 plan includes accommodations and modifications that put children with disabilities on "a level playing field" with children without disabilities. In order to be eligible for Section 504 services, a team evaluation must be conducted to determine if the student "needs accommodations or services to participate in the school program."  Typically an evaluation involves gathering and reviewing information from previous testing (i.e. medical/ psychological/ educational records). When developing a 504 plan, the team should consider (a) the needs and limitations of the student (b) alternative ways for the student to participate, perform tasks and achieve educational outcomes and (c) how to individualize the accommodations to meet the unique needs of the student.

Typically, the General Education Intervention Team would refer the student for an evaluation if the data from the general education intervention suggests that the student is not improving and/or needs additional support. Parents can also request an evaluation, however the school can choose to respond to the request in a variety of ways (i.e. agreeing, refusing, conducting  general education interventions first). When a child is referred for an evaluation, the team has 60 days to answer two questions: 1) Does the student have a disability (as defined in IDEA) and 2) Does the student need special education and related services in order to receive an appropriate education? If the answer is "yes" to both of these questions, then your child is eligible for special education services.  If your child is eligible for an IEP, then you and the school team will create a plan that outlines specific goals for your child's education and the services needed for him/her to meet those goals.  These services could include special education support in the general classroom, specialized instruction in a special education classroom, speech and language therapy, occupational therapy, and social work services.

The IEP must include:

• Present level of educational/ academic achievement and functional performance
• Measurable annual goals
• Special education and related services to be provided
• How much they will participate in general education classes and activities.
• Needed modifications in administration of state or district assessments.
• Dates of services and anticipated frequency, location and duration.
• If child is 14 years or older, a statement of transition services.

Statement about how child's progress will be measured. For more information on IEPs go to:http://idea.ed.gov/explore/view/p/%2Croot%2Cdynamic%2CTopicalArea%2C1%2C

Free and Appropriate Public Education (FAPE)

• IDEA mandates that children with disabilities (ages 3-21) have the same access to free appropriate public education as is guaranteed to children without disabilities.  Therefore, children with disabilities are entitled to education, financed by the public, which is appropriate to their age and abilities.
• This includes special education (specifically designed instruction to meet the unique needs of a student with disabilities) and related services (transportation and other developmental, corrective and supportive services that are needed in order for a student to benefit from special education).

Non-discriminatory Evaluation

• This principle states that schools must conduct a comprehensive and individual evaluation before placing a child in special education or beginning special education services.
• The purpose of an evaluation is to determine if (a) the student has disabilities as defined under the law and (b) determining the nature and extent of the student's educational needs.
• The evaluation must:
  • Be completed within 60 days of initial parent consent
  • Be conducted by a multi-disciplinary team including the parent or appointed surrogate, a general education teacher, a special education teacher, a representative of the school district (i.e. principal or administrator), an individual who can interpret evaluation results (i.e. school psychologist), other individuals who have knowledge or expertise, and the student (when appropriate).
  • Use a variety of assessment tools (i.e. record reviews, interviews, observations and tests (both standardized and curriculum based)

• The Individualized Educational Program (IEP) or Individualized Family Service Plan (IFSP for children ages 3-5) defines appropriate education for each individual student.
• IEPs should be reviewed annually, while IFSPs are reviewed every six months, with appropriate team members present (parent, general education teacher, special education teachers, administrator, and person who can interpret evaluation results).
• The IEP must include:
  • Present level of educational/ academic achievement and functional performance
  • Measurable annual goals
  • Special education and related services to be provided
  • How much they will participate in general education classes and activities.
  • Needed modifications in administration of state or district assessments.
  • Dates of services and anticipated frequency, location and duration.
  • If child is 14 years or older, a statement of transition services.
  • Statement about how child's progress will be measured.

Least Restrictive Environment (LRE): This principle means that...

• To the greatest extent appropriate, children with disabilities should be educated with children who do not have disabilities.
• Children may not be removed from the general curriculum unless that can not benefit from it, even with supplementary aids and resources.
• Children should only be placed in separate classes and/ or facilities only when the nature and severity of the disability prevents them from being successfully educated in regular classes (even with supplementary aids and services)
• LRE should be individually determined for each child.

Due Process or Procedural Safeguards: Students with disabilities and their parents have rights and equal protection under the law including:

• The right to be notified of important meetings and changes.
• Parental consent must be obtained to:
  • Initiate an evaluation for special education services
  • Placement into a special education program
  • Re-evaluations
  • Changes in IEP meetings (excusing team members)
  • Release of a child's records to other agencies outside school districts
• Access to records, confidentiality of records and the right to challenge content of records.
• Participation in decision making process related to their child.
• The right to an independent evaluation if they do not agree with the district team's assessment.
• The right to a Due Process Hearing if disagreements between parents and the school district cannot be settled.

Parent Participation means that parents have the right to participate in the education of their child and serve as team-members when making decisions and planning services. This includes:

• Parental participation in their child's evaluation
• Parental participation in their child's IEP meetings and plan development
• Parental access to educational records
• Parental involvement in the development of educational policy