Joe R. Goyos

Report
SUPPORT FOR FAMILIES OF CHILDREN WITH DISABILITIES
A support and resource organization providing services for families of children with disabilities.
Individualized Education Program (IEP)
Workshop
1663 Mission Street, 7th floor
San Francisco, CA 94103
Tel:(415) 282-7494 Fax:(415) 282-1226
Warm-line:(415) 920-5040
Email: [email protected]
Web: www.supportforfamilies.org
Joe R. Goyos, Education Manager
Acknowledgements
• Support for Families would like to acknowledge the following
resources used in this training:
• Special Education Rights and Responsibilities, Community Alliance
for Special Education (CASE) and Protection and Advocacy, Inc.
(PAI), 1992-revised April 2003. This manual is available online in
.pdf format at: http://www.pai-ca.org/pubs/401601.htm
• The Complete IEP Guide: How to Advocate for Your Special Ed Child,
Attorney Lawrence M. Siegel, 2nd edition, Nolo Press, San Francisco:
Revised January 2001
• California Department of Education, Special Education Division.
Documents available online at
http://www.cde.ca.gov/spbranch/sed/
Grantors
Support for Families would like to thank the following for
continued financial support:
• California Department of developmental services
• San Francisco Children and Families Commission
• San Francisco Department of Children, Youth and their
Families
• San Francisco Department of Human Services
• US Department of education, Office of Special Education
and Rehabilitation
• Foundations
• Corporations
• Individual donors
Individualized Education Program (IEP)
Workshop
Purpose
• To provide families and professionals with an overview
of the individuals with Disabilities Education Act
(“IDEA”) and how to participate in the development of
an Individualized Education Program(“IEP”) as well as
implementing a Transition Plan through the IEP.
Objectives
• Participants will gain an understanding of the
principles of IDEA
• Participants will gain an understanding of the IEP and
Transition process as well as obtain resources
Workshop Agenda
1.
2.
3.
4.
5.
6.
7.
8.
Introductions/Questions
Medical Home Characteristics
Overview of the IEP and Six Principles of IDEA
Relationship: How services are determined
Five Steps of the IEP Process & Timelines
Transition to Adult Services
5 Steps to Transition
Question and Answer Session
Medical Home Characteristics:
•
•
•
•
•
•
Accessible
Family Centered
Comprehensive
Continuous Coordinated
Compassionate
Culturally Competent
The IDEA and Individualized Education
Program (IEP)
• The Individuals with Disabilities Education Act
(IDEA) mandates special education services for
children with certain disabilities, who because
of this disability needs special education and
related services.
IDEA Core Concepts
The IEP requirements under Part B of the IDEA emphasize the
importance of three core concepts:
1. the involvement and progress of each child with a
disability in the general curriculum including addressing
the unique needs that arise out of the child’s disability;
2. the involvement of parents and students (at age 16),
together with regular and special education personnel,
in making individual decisions to support each student’s
educational success;
3. and the preparation of students with disabilities for
employment and other post-school outcomes.
Changes under IDEA 2004
• Parental written consent is required before
an IEP team member can be excused from
attending the meeting.
• There are new provisions that allow alternate
means of meeting participation (e.g.,
conference calls) if the parent and school
agree. This agreement must be in writing,
too.
Knowing the Legal Language of the IEP
Process
• What does the Individual Education Program
(IEP) signify:
1. Process
2. Meeting
3. Document
IDEA 2004 defines a child with a disability
as a child having the following:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
*Mental retardation
*Hearing impairment (including deafness)
*Speech or language impairments
*Visual impairments (including blindness)
*Serious emotional disturbance
*Orthopedic impairments
*Autism
*Traumatic brain injury
*Other health impairments
*Specific learning disabilities
Blindness
Deafness
Multiple disabilities
And, who because of this disability needs special education and related services
* CA Ed code not Federal
Special Education: refers to specifically designed
instruction to meet the unique needs of a child
with disability.
Services may include:
• Audio logical services
• Speech therapy
• Orientation & mobility services
• Instruction in the home or hospital
• Adapted physical education
• Vision services
• Specialized driver training instruction
• Counseling and guidance
• Psychological services other than assessment and
development of the IEP
Services cont.
•
•
•
•
•
•
•
•
Parent counseling and training
Health and nursing services
Social worker services
Specifically designed vocational education and
career development
Recreation services
Specialized services for low incidence disabilities,
such as readers, transcribers, and vision and
hearing services
Speech and language services
Medical evaluation for diagnostic purposes
The Individuals with Disabilities
Education Act (IDEA)
Six Principles
1.Free and Appropriate Public Education (FAPE):
2.Assessment
3.Individualized Education Program (IEP)
4.Least Restrictive Environment (LRE)
5.Parent/Student (age 16-22) Participation
6.Procedural safeguards
1.Free and Appropriate Public
Education (FAPE):
2.Assessment
•
•
•
•
•
•
All areas of suspected disability
Eligibility
Assessor
Native language
More than one testing tool
Cant be discriminatory
3.Individualized Education Program
(“IEP”)
4.Least Restrictive Environment
(“LRE”)
LRE cont.
• The continuum of placements must permit
students to receive an education to the
maximum extent appropriate with children
who do not have disabilities.
5.Parent Participation
• Parents and
Students are
considered to
be an equal
member of the
IEP team.
IEP Team Members
•
•
•
•
•
•
•
Student
Parent/Family member
Special Education Teacher
General Education Teacher
Principal or Site manager
School district representative
Etc.
The student or family may invite whomever they want to
participate in the IEP meeting. See handout titled,
Potential Consultants to the Transition Team.
Preparing for the Transition IEP Meeting
• Student:
– Explain the Transition IEP process
to your child.
– Help your child organize their
thoughts, preferences, goals, etc.
– Your youth can invite anyone they
want to the IEP mtg.
– Review current assessments with
your youth.
– Assist in taking self-assessments
(i.e. vocational assessment/skills
inventory).
* See Handout: About Me!
Preparing for the Transition IEP
Meeting
• Parent/Family:
– Prepare
– Review Your Child’s IEP
– Know What’s Available/Be Informed
– Invite
6.Procedural safeguards
•
•
•
•
Timelines
Compliance Complaints
Resolution Sessions
Due Process
1. Mediation/Alternative
Dispute Resolution
2. Fair hearing
Five Steps of the IEP Process &
Timelines
Special Education: IEP process map
1. Written Referral
Requesting Special
Education Assessment
Submitted
* Subsequent IEP’s held,
at minimum, once a year
* Re-assessments
Conducted, at minimum,
once every 3 years
15 Calendar
Days
2. Assessment Plan Sent
to Parent/Guardian
(signature required
within 15 days)
Child Found
eligible to
Receive Special
education
Services
•IEP is
developed
60 Calendar
Days
3. Assessment
completed,
Report is Written,
initial IEP is Held
Child Found Ineligible
•No services offered
•Parent can choose to
appeal finding
Five Steps of the IEP Process
• Referral to District for initial or additional
assessments
• Assessment Plan
• IEP Meeting
• Placement
• Program Implementation
Three-year evaluations are required; however, the parent may waive this
requirement. Parents can request an evaluation if they feel it is
necessary. A parent may call an IEP at any time, and the school district
must hold the IEP within 30 days (CA Ed Code) of the parent’s request.
The Relationship of Service Delivery
• ASSESSMENT
Identifies
• EDUCATIONAL NEED
Determines
• SERVICE DELIVERY
Transition To Adult Services
Transition is defined as the movement of
youth with disabilities into employment,
post-school education, independent
living and community participation.
When Should Transition to Adult
Services Begin?
• IDEA states that transition to adult services
must begin at 16 years of age or younger (if
determined appropriate by the IEP team).
• The transition to adult process and beginning
before the age of 16.
What Happens at Graduation?
Students can graduate from high school with:
• A regular high school diploma.
• A certificate of completion.
When Our Children Turn 18!
• In California, the age of maturity is 18. What does
this mean regarding the IEP and beyond.
• Beginning at age 17, the student’s IEP could include a
statement about the transfer of educational rights
from the parent(s) to the student.
Conservatorship and Special Needs Trusts.
What Are Transition Services?
• IDEA defines transition
services as a coordinated
set of activities that are:
– Designed with an outcome
oriented process.
– Based on individual
student’s needs.
The Transition IEP
For transition planning the IEP must include:
1.
2.
3.
4.
Academic Instruction
Related Services
Community Experiences
Development of Employment and other PostSchool Objectives.
* If appropriate, the transition plan may also
address daily living skills and functional
vocational assessments.
Five Steps to Transition
1. What are your youth’s goals for the future?
2. What skills does your youth have or what are their
strengths?
3. What supports and services would she/he need to pursue
her/his goals?
4. Where should your youth receive these supports and
services, and who could provide them?
5. How do you ensure your youth is on track to successfully
meet hers/his goals.
*
See Handouts: - Plan Backwards from Your Vision
- The 5 Step Worksheet
Resources
• Resources mentioned during workshop
• Sample Letters.
• Post Secondary Education (Handout:
Opening Doors Article).
• Employment Options (Handout:
Massachusetts Employment and
Related Services).
• Residential (Handout: Self
Assessments).
• Healthcare (Handout: Transition to
Adult Health Care).
• Finance/Estate Planning (Handout:
Financial & Estate Planning).
• Recreation (Handout: Recreation)
Thank you, Gracias,謝謝!
Any question?

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