Special Education

Federal Laws: The most significant federal laws that protect children with disabilities are the Individuals with Disabilities Education Act, also known as IDEA, Section 504 of the Rehabilitation Act of 1973, and the Family Education Rights and Privacy Act (FERPA).

IDEA was formerly known as the Education for the Handicapped Act (EHA). The law was originally enacted in 1975 to establish grants to States for educating children with disabilities. It has been amended several times, most recently in 1997. IDEA is the law that guides the process for identification, evaluation, classification, and the development of the Individualized Education Plan (IEP) for children with disabilities who, by reason of their disabilities, require special education and/or related service.

IDEA 2004 is the re-authorized Individuals with Disabilities Education Act. Through IDEA 2004 , Congress reaffirmed the rights of children with disabilities to receive a "free and appropriate public education" (FAPE). IDEA ensures that the rights of children and youth with disabilities are protected. Special Education is defined as specially designed instruction, at no cost to you, to meet your child's unique needs. Special Education also includes related services designed to meet the student's, unique needs (such as speech and language, occupational therapy, physical therapy, transportation, etc.) in order to benefit from special education. Special Education instruction must be provided to students with disabilities in what is known as the Least Restrictive Environment (LRE). IDEA requires that students with disabilities be educated with non-disabled students to the maximum extent possible.

Section 504 of the Rehabilitation Act has been with us since 1973. For many years its main thrust has been in the area of employment for individuals with handicaps and for members of minorities. However, within the last several years, the Office for Civil Rights (OCR), the agency charged with enforcement of Section 504, has become pro-active in the field of education of individuals with physical or mental impairments. Advocacy organizations and the legal system like wise have increasingly focused on Section 504's requirements to insure the education system provides the full range of special accommodations and services necessary for students with physical or mental impairments to participate in and benefit from public education programs and activities.

Section 504 prohibits discrimination against persons with physical or mental impairments, including both students and staff members, by school districts receiving federal financial assistance. This includes all programs or activities of the school district receiving federal funds. Included in the US Department of Education regulations for Section 504 is the requirement that students with physical or mental impairments be provided with a free appropriate public education (FAPE). These regulations require identification, evaluation, provision of appropriate services, and procedural safeguards in every public school in the United States .

Section 504 protects all handicapped students, defined as those having any physical or mental impairment that substantially limits one or more major life activities (including learning). Section 504 covers all students who meet this definition, even if they do not fall within the IDEA enumerated categories, and thus they do not need to be in a special education program.

The determination of what services are needed for such a handicapped student must be made by a group of persons knowledgeable about the student. The group should review the nature of the handicap, how it affects the student's education, whether specialized services are needed, and if so what those services are. The decisions about Section 504 eligibility and services are documented in the student's file and reviewed periodically.

Another important federal law is the Family Educational Rights and Privacy Act, enacted 1984, (known as The Buckley Amendment or FERPA). It gives all parents of students under 18 years of age and all students, over age 18 years of age or attending post­ secondary schools the right to access to student records. FERPA also protects the confidentiality of student records and, under certain circumstances, gives parents of students under 18 years of age and/or students over 18 years of age the right to a hearing to amend inaccurate or misleading student records.

The entire FERPA regulations can be found in 34 CFR section 99.1 through 99.67. IDEA's regulations on confidentiality - section 300.560 through 300.576, contain several references to FERPA. You have the right to know your state's policy in regard to the collection, storage, release, and destruction of personally identifiable information (section 300.561). This information is provided in copies of "Procedural Safeguards" which are provided at IEP Meetings or with your invitation to an IEP Meeting. The school district also has a policy on access to student records. To obtain a copy, ask a school administrator.

An Individualized Education Program (IEP) is a written plan, developed by a team called an IEP Team, which describes the educational program for a student who is found to be in need of special education.

If, after the evaluation is completed, the team decides that the student is eligible for special education and related services, an IEP will be discussed and drafted. The IEP describes the student's special educational program based on his/her individual needs. The parent must give written consent before the student is initially placed in a special education program. The IEP shall include: the student's current educational level and special needs; special education and related services planned to meet annual educational goals; short-term instructional objectives; types of classes to be attended, including the extent to which the student will participate in the regular school program, extracurricular and nonacademic activities, and any modifications of the regular program which may be necessary; the amount of time to be scheduled for each part of the program; and the date on which the program will begin and exit criteria for special education. For high school students, the IEP should also address the district requirements for graduation and a plan for transition. Parents will get a copy of the IEP.

The length of the school day, week and year for children with disabilities should be the same as that for students in a regular school program. In some instances, however, students may need an educational program that varies from regular requirements. This, like all other aspects of the educational program, is a matter to be determined by the school team and the parents or adult student at an IEP meeting. You may agree with a special education placement for a student, but not agree with the complete IEP. When this happens, you should discuss your concerns with the PPT or the Director of Special Education in your school district. If agreement can not be reached, you may initiate "due process" procedures.

The IEP meeting should be organized to give everyone a chance to ask questions and make suggestions. You have the right to invite an advisor of your choice, or any other individual, to the IEP meeting to act as an advocate or just to lend support.

If the student's special education program will be provided in a different school from the one he or she is currently attending, representatives of both "sending" and "receiving" schools may be at the IEP meeting. Occasionally, when the team decides that there is no appropriate special education program available in that school for a particular child, the case is referred to a special IEP team meeting which will determine whether there is an appropriate program in another school within the district or a nearby school district, or whether placement in a regional program or private school is appropriate. When a placement is recommended which is unfamiliar to the student or parent, a visit to the program, which may include an observation of the classroom if appropriate, may be suggested by the PPT.

When out-of-district placement is being discussed, the student, parents and school staff members may visit proposed programs together. The decision about each special education student's placement and program must be made by the members of the IEP team and the parents of eligible students at an IEP meeting.

Whenever the parents, student or school staff propose a change in placement or program, an IEP meeting must be held. However, if student and parents have been properly notified of a scheduled IEP meeting and choose not to attend, the team may determine the program and placement in their absence. A full copy of the IEP shall be sent to the parents or the student within 5 days after the IEP meeting. Each year, the IEP Team will review each special education student's progress and with the parents or the student, and develop an Individualized Education Program (IEP) for the next year. While each special education student will receive report cards at the same intervals as all the students in the local district, it is the IEP which determines whether a special education student is making reasonable progress.

After the IEP is developed; you may want to consider the following strategies in order to actively be involved in your child's education:

• Let the teacher know you are interested. If possible go visit the classroom. Plan and schedule times to talk on the phone with the teacher.
• Ask for suggestions of how you can continue, expand, and reinforce school activities at home.
• Let the school know that you would like to be called if you are needed.
• Take time to explain any special equipment your child needs.
• If you can, volunteer to be a classroom parent. This way you can watch how things work in the classroom and how your child interacts with the others. You will be helping other children as well as your own.
• Inform the teacher of any activities or significant events that may influence your child's performance in school.
• Remember you and the school want the best for your child. Working together can make that happen.
• Ask that samples of your child's work be sent home. If you have questions, make an appointment with the teacher(s) and significant others to discuss new strategies to meet your child's goals.
• Take the initiative. If you want to meet the teacher, call him or her and arrange a visit. While in the classroom, observe how your child participates. Does the teacher expect the child to participate fully and treat your child the same way others are treated?
• Is your child reasonably happy? Does he or she feel pretty good about school? Talk to your child about what's going on.
• Does your child seem to be making progress towards the goals of the IEP? If not and you see it first, it is your responsibility to contact the school and talk about it. Remember you and the school are on the same side: your child's!

- Some components adapted from "Guide to Special Education

1. Parents have the right to information about their child and their child's program. They have the responsibility for seeking and maintaining information.
2. Parents have the right to review their child's records. They have the responsibility for asking questions when they do not understand terms or reports.
3. Parents have the right to be full partners in their child's program. They have the responsibility for becoming and remaining active members.
4. Parents have the right to stand up for their child to make sure he/she gets the services they need. They have the - responsibility for basing their actions on accurate information.
5. Parents have the right to make suggestions or recommendations about their child's program or services. They have the responsibility for doing so. -

The law requires us to provide special education to students in the "least restrictive environment". Additionally, we are required to provide a "continuum of services" to students. This means that we need to make available a variety of options that individual students may need. Expressed visually, this looks like:

• Regular Education with Special Education consultation

• Regular Education with direct in-class special education support

• Resource room special education support in a separate room

• Self-contained special program

• Special class/program in another school in Gila County

In Gila County , each school has "Resource Rooms" available for individualized programming delivered 1:1 or in small groups. Student may leave the regular program and come into the resource room for a period of time or supports are provided though the resource room to student in the regular program. These decisions are made on an individual basis according to student need. There is flexibility as to the length of time or intensity of support each student receives. Resource rooms are staffed with special education teachers and teaching assistants. Students in the resource room can represent a variety of disabilities. Some students require more intensive programs and county school districts have developed "Opportunity Centers" at the preschool, elementary and middle school levels. These programs present a variety of "opportunities" for student instruction, but students are also included in mainstream programs at their grade level. At the high school, the "LIFE" (Learning Independence for Future Excellence) program provides intensive opportunities for students who need them.

In Gila County , we have flexibility in designing programs in order to meet the changing needs of our students. Decisions regarding placement in any program are made and reviewed annually on an individualized basis.

Decisions regarding special education are always made by a team of people through a formal meeting format. In Arizona the team has been called a "Planning and, Placement Team" or "PPT". With recent changes to the Special Education law (IDEA), that name will probably change to "IEP Team Meeting", so that there is consistency of terms across the country.

A Planning and Placement Team (PPT) is a group of people from the school district whose responsibility is to determine whether a student needs an evaluation, or special education and/or related services based on the results of evaluations, and then to plan an Individualized Education Program (IEP) for that student. The Planning and Placement Team (PPT) must include the parent, an administrator, a special education teacher, and a member of the pupil personnel staff. The PPT must also include a regular education teacher. It may also include a speech and language specialist, a school psychologist, the school nurse and any other staff members who know the student or 'whose , special background may be helpful in interpreting evaluation results or otherwise assisting in the PPT process. When appropriate, the child with a disability is also included in the PPT meeting. Parent, guardians, surrogate parents or students have the right to invite an advisor of their choice to the PPT meeting (or any other individual) to act as an advocate or just to lend support.

Parents have the right to tape record PPT meetings. You should be aware that the school may also choose to tape record the PPT to have its own record of the meeting.

Whenever a PPT meets for the purpose of developing, reviewing or revising a student's IEP, the parents, guardians, surrogate parent and/or the student, if appropriate, must be invited to attend that PPT meeting and must be afforded the opportunity to participate at the meeting. The school district is required to arrange a mutually convenient date and time for the IEP Meeting. In addition, school districts are required to attempt to secure your presence at the IEP Meeting. You will be notified in writing of the meeting. Your school may document its attempts to have you participate at the IEP Meeting by maintaining a record of phone calls, letters or other attempts to contact you. If you are unable to attend the IEP Meeting after the school district has attempted to accommodate you, the IEP Meeting may be held without you.

The goal of the team and meeting is always to work collaboratively for the benefit of the student. The law always requires us to provide you with your due process special education rights, at or before thee meetings. We want you to be partners with us. We each have a perspective to share with one another in planning for the child's needs. Be sure to take your time in expressing your thoughts and ask for clarification when you are not sure of something. Minutes are kept of the meeting and you will receive a copy of those and the IEP in writing shortly after the PPT meeting.

Preschool special education is an educationally focused program (under. Part B of IDEA). Your child's eligibility will be determined by your Local Educational Agency (LEA), which is your local public school district. Not all children receiving services through Birth to Three will be determined eligible for preschool special education.

Preschool special education and/or related services uses an Individualized Education Program (IEP) based on your child's educational needs. This program will be developed by an IEP Team. You play an integral role on this team.

The goal is to ensure that services to your child are uninterrupted during the transition from one service system to another. Other resources may also be helpful as you begin to think about transition: friends who have young children, local parent organizations, or another family with a child slightly older than yours.

If your child is not eligible for preschool special education, your service coordinator will work with you to identify other available services that may be appropriate for you and your child. Some options to consider include Head Start, community nursery school and child care centers, recreation programs, library story hours, "mom's morning out" programs, and cooperative play groups. While your child's enrollment in and attendance at these programs is your responsibility, your service coordinator can help you locate information about funding and scholarships.

What are the steps to transition from the Birth to Three System?

The transition of your child from the Birth to Three System to preschool special education involves beginning to work with your Local Educational Agency (LEA). There are a number of steps that will occur including:

1. Notifying you about the transition process;
2. Referring your child to the Local Education Agency (public school system);
3. Determining your child's eligibility for preschool special education;
4. Meeting to plan your child's transition; and
5. Developing your child's Individualized Education Program (IEP).

How will I be notified about the transition process?

When you entered the Birth to Three System, you received information about transitions in the Family Handbook II and from your service coordinator. Your, service coordinator discussed transition at the Individualized Family Service Plan meetings and reviews. Your local public school district is responsible for working with you and the people in your Birth to Three program to determine eligibility for pre-school special education during the transition process. Your local Educational Agency contact person will be listed on your family's IFSP. You may write or call your LEA at any time. Some parents choose to do this in order to prepare their LEA for their child's potential enrollment.

How will my child be referred to the Local Educational Agency (LEA)?

You may choose to refer your child to the school yourself or have your service coordinator refer your child. If you choose to have your service coordinator contact the LEA, you will be asked to sign a referral form. This will be the official request to the LEA to begin the eligibility determination process for your child. Formal referral does not occur until a referral form or a written parental release has been sent to the LEA at least six months before your child's third birthday. You have the right not to notify or refer your child to the Local Educational Agency. However, until you sign the referral form, your LEA will not be obligated to determine your child's eligibility for preschool special education and therefore you child will not receive preschool special education services. Your LEA is expected to determine your child's' eligibility for services before or at the 90 day transition conference.

How will my child's eligibility for preschool special education be determined?

A public school must determine eligibility for preschool special education for each child referred. Children ages three through five may be eligible for preschool special education if they exhibit a significant delay in one or more areas of their development that will affect their learning.

Each Local Educational Agency has a procedure in place to determine eligibility. We use several methods to learn about your child's abilities. Some of the information may come from a review of your child's records in the Birth to Three System. Additional information gathered may come from informal and formal assessments. Evaluations may include observing or playing with your child at home or in a group setting with other children to find out what your child's strengths and needs are, and how he or she learns best. If testing or observation occurs, you may ask the person(s) completing the evaluation to explain what they will be doing and what they will be looking for from your child. As always, if your child is used to hearing a language other than English, you may ask that the evaluation be completed in that language.

The results of the evaluation are formally discussed with you in your primary language, and with members of the preschool special education team at an IEP meeting.

If your child is found not eligible for preschool special education, you can talk with your child's special education teacher to identify services for young children and families that are available in your community.

What is Transition Planning and Why is it Important?

Transition into the adult world can present challenges for all young people. The process of transition may be more difficult for some youths with disabilities and will require unique strategies to enable each student to achieve the maximum possible independence in working, living and participating in the community as adults.

Transition planning is a process that brings together a student and those individuals directly involved in helping the student prepare to enter a post-school environment. It is designed to ensure that the student will be provided the necessary skills and services to make a smooth transition from school to adult life with as little interruption as possible. Unless the transition process is formalized, little thought or planning is given to the student's future service or program needs.

Quality transition planning is achieved when the process is initiated at an early age (age 14 or younger). The IEP team meets to assist the young student in defining a vision for the future. Representatives from other agencies may be invited to the meeting if appropriate. The overall value of the meeting is the sharing of knowledge about the student's strengths, interests, and preferences in order to create a map of where help is needed, and what experiences are going to be valuable over the high school years.

There are three areas that must be discussed when participating in a transition planning meeting:

1. What is the student's long term goal in the area of Employment or Postsecondary Education?
2. What is the student's long term goal in the area of Independent Living?
3. What is the student's long term goal in the area of Community Participation?

No one individual or agency can provide comprehensive transition planning for a student. Transition planning requires the collective effort and commitment of all key stakeholders in a student's life. As the transition planning team begins to form, it is critical that members know why they are serving on the team and their role in assisting the student to identify and plan for their future visions.

What information should be gathered?

• In order to gain a comprehensive understanding of a student's abilities and strengths, it is important to look at a variety of assessment information:
  
  Academic, Achievement
  Interests, Preferences

Personal History Medical Background Social Skills Learning Styles Daily Living Skills
Employment Related Skills (Evaluations from job sites both in-school and in the Community).

• It is important to remember that transition planning is a collaborative effort and requires the participation and commitment of the student, parent, all appropriate disciplines in the school, community representatives and state agency personnel, if appropriate.
• The transition goals and objectives must be based upon the individual student's needs, taking into account the student's preferences and interests, and include: Instruction (school-based learning activities), and Community experiences (learning activities in the community).
• If the IEP Team meeting determines that the services are not needed in one or more of the areas specified (in the definition of transition services and/or IEP requirements), the IEP must include a statement to that effect and the basis upon which the determination was made
• Since the statement of transition services is a part of the IEP, IEP team must reconsider transition goals and objectives at least annually. The most appropriate time to do this is at the annual PPT meeting. This does not preclude the request for an additional meeting to formulate transition goals and objectives if time at the regular PPT does not permit this to occur.
• In Arizona , we have been developing separate Individual Transition Plans (ITPs) that have been attached to the student's IEP. We are now in the process of moving away from separate ITP's and incorporating transition goals and objectives into the IEP.

Accessible: the term used to describe a building which can be easily entered, approached or used by a person with a disability. The term also can be used to describe a program which is adapted for a person with a disability.

Adapted Physical Education: specially designed instruction in physical education to meet the unique needs of a child with a disability.

Adaptive Behavior: how a person with a disability adjusts to his/her surroundings.

Advocacy: supporting someone in a cause; representing or speaking for another person.

Americans with Disabilities Act ( ADA ): a comprehensive civil rights law which prohibits discrimination on the basis of disability. Signed into law on July 26, 1990 (42 U.S.C. 12101 et seq.). It is a wide-ranging legislation intended to make American Society more accessible to people with disabilities.

Annual goals: statements on your child's IEP that describe what he or she can be expected to accomplish in one year in the area of need.

Annual review: a meeting held each year to review the previous school year's IEP and to write a new IEP for the upcoming school year.

Assessment: the way a team gathers information to determine if a child has special needs. The team evaluates the child's social, communication, cognitive, adaptive, motor, vision and hearing strengths, weaknesses and functioning levels.

Assistive Technology Service: any service that directly assists a child with a disability in the selection, acquisition or use of an assistive technology device. (IDEA, section 1401)

Audiologist: A person who determines the range, nature and degree of hearing loss.

Catheterization: using a tube to drain off fluid, especially urine; often necessary with children who have special medical. needs.

Child with a disability: a child with mental retardation, hearing impairments (including deafness), speech or language impairments, visual impairments (including blindness), serious emotional disturbance, orthopedic impairments, autism, traumatic brain injury, other health impairments, or specific learning disabilities; and who, by reason thereof, needs special education and . related services. (IDEA, section 1401)

Cooperative Learning non-competitive teaching strategy in which children are divided into small groups for learning activities which have cooperative goals. Each child has a clearly defined role, and each role is , -equally. Valued.

Consent: means that you have been given all the information necessary to make an informed decision; about the proposed activity. This information must be given in your native language or other mode of communication. It also means that you understand and agree in writing to the proposed activity. The documents you sign must describe the activity and list any records that will be released. It must also list who will receive these records. Giving your consent is voluntary and you may withdraw your consent at any time.

Consultation: process that occurs when teams of educators (and support staff) who have diverse expertise work together deliberately and creatively to plan successful educational programs for children.

Curriculum Adaptations:. changes made in the general classroom curriculum that allow each child to actively participate as his or her own level and meet his or her individual goals.

Due Process: a series of steps safeguarded by law (IDEA) that protect the rights of parents and their children with disabilities.

Early Intervention Services: services provided to children with developmental delays from birth through their 3rd birthday.

Education of Handicapped Children Act (PL 94-142) (EHA): the Federal Law passed by Congress in 1975. The law deals with the process of providing children with disabilities a free, appropriate education. The law is, now called IDEA (Individuals with Disabilities Act).

Environmental Accommodations: changes that are made to adapt the learning., environment of the classroom so that each child can participate successfully.

Evaluation: Procedures used to determine whether your child has a disability and the nature and extent of special education and related services necessary.

Extended School Year Services (ESY): special education and related services that are provided outside the normal school year.

Inclusion: the practice of providing a child with disabilities with his or her education within the general education classroom, with the supports and accommodations needed by that student. This inclusion typically takes place at the student's neighborhood school.

Independent Educational Evaluation: an evaluation conducted by a qualified examiner who is not employed by the school district responsible for the education of your child.

Individualized' Education Program (IEP): a written education program for a child with disabilities according to the guidelines of IDEA. The plan must be developed by a team which includes the parents or guardian.

Individuals with Disabilities Education Act (IDEA): Federal Law dealing with the process of providing children with disabilities with a free, appropriate, public education. Same as EHA.

Integration: used a variety of ways within the literature, may mean either inclusion or mainstreaming, as defined herein. The context of the discussion determines its meaning.

Interpreter: person who interprets or translates communication in a way, that is most familiar to a person who is hearing disabled.

Least Restrictive Environment (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 non-disabled;. and that special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that regular education-in-regular -classes with. the use of supplementary aids and services. cannot be achieved satisfactorily.

Mainstream: the general education setting, where students without disabilities receive their education.

Mainstreaming: the practice of providing, a student with disabilities with some of his or her education in a general education classroom. Mainstreaming is not particularly synonymous with inclusion or may be called partial inclusion. The word implies that the student with disabilities receives a part (often the majority) of his or her education in a separate, self-contained special education classroom.

Multi-factored. Evaluation (MFE): process of using more than one test or evaluation procedure to determine, the- child's level of functioning in academic and behavioral performance, motor and language skills, vision, hearing, social and emotional status and general intelligence. The procedure should be conducted by more than one person.

Neighborhood School : the public school a child would normally attend if he or she did not have a disability. As long as the student is a resident of the neighborhood served by the school, he or she may attend that school.

Occupational Therapy: related service that strengthens and develops a child's fine motor skills.

Orientation and Mobility: related service focusing on training a child with a disability (particularly visual impairments) to move independently within his/her environment.

Peer Interaction Support: providing opportunities and the support that some children may need to be able to initiate and maintain relationships with other children.

Physical Therapy: related service that focuses on helping children strengthen, improve, or develop their gross motor skills, such as walking, crawling, running and wheelchair' activities.

Preschool Special Education: specially designed instruction that meets the needs of child with a disability between the ages of 3 and 5 years.

Present Levels of Educational Performance: statements that should accurately describe the effect of your child's disability on his or her performance in any area of education that is affected, including academic areas and non-academic areas.

Public Expense: the school district either pays for the full cost of evaluation, or ensures that the evaluation is otherwise provided at no cost to the parent.

Reader: person who works with visually impaired children by reading school assignments to them.

Referral: process of recommending a child suspected of having a disability that may require special education and related services for evaluation. Referrals can be made by parents and/or professionals.

Related Services: support, services needed to help your child with a disability benefit from special education.

Short-Term Objectives: intermediate steps leading to each goal. These objectives must be measurable and understandable to all IEP participants.

Special Education: specially designed instruction, at no cost to parents, to meet the unique needs of a child with a disability.

Special Education Resource Center (SERC): resource center for all members of the community for information on early intervention, special education and pupil services, and transition to adult life for individuals with special needs. Located at 25 Industrial Park Road , Middletown , CT 06457-1520 Telephone 860-632-1485.

Speech and Language Pathologist: professional educated in the study of human -communication,- -its development,., and - its-:.i disorders... By evaluating. the .: speech and .. - language skills of children and adults, the speech-language pathologist determines if communication problems exist and decides the best way to treat these problems. Stay-Put: describes your child's educational status during a due process hearing. Usually, your child must remain in his or her present educational placement unless the IEP team agrees to change the placement or an impartial hearing officer issues a ruling changing the placement.

Surrogate Parent: someone who is appointed by the state to act in the place of a child's parent, representing the child in all areas of educational matters, if the child's parent cannot be located, or is removed from the home.

Team Teaching two or more teachers, who sometimes have different-areas of , expertise (e.g. special ed and general ed), cooperatively teaching a class or unit.

Transition: a coordinated set of activities for a student, designed with an outcome­ oriented process, that - promotes movement from school to post-school activities, including post-secondary education, vocational training, integrated employment (including supported employment), continuing and adult education, adult services, independent living, and/or community participation.

Special education is defined in the law as "specially designed instruction" which a student with a disability is determined to need in order to benefit from his/her education in school. Some students will need additional services related to their special education program.

"Related Services" are defined in the law as services to a child with a disability, recommended by the IEP team, and which the child needs in order to be able to benefit from his/her special program.

Related services may include such things as: psychological, language, speech and hearing, guidance, social work, transportation, physical and/or occupational therapy, translation, parent counseling and training in understanding the educational needs of the student, medical services required for diagnostic or evaluation purposes, assistive technology, etc. The list of related services is not intended to be exhaustive and could include other developmental, corrective or support services if they are required to assist a child with a disability to benefit from special education.

In considering related service needs, the IEP team must consider whether the service is necessary to address the student's disability that adversely affects the child's educational performance.

Adapted from: "CT State Dept. of Education-Commentary on Regulations Concerning Children Requiring Special Education"

• NICHCY National Information Center for Children and Youth with Disabilities http://www.nichcv.orq
• National Organization on Disability http://www.nod.orq
• National Parent Information Network http://npin.orq
• National Easter Seals Society http://www.seals.com
• TASH http://www.tash.orq
• The Center on Human Policy http://soeweb.svr.edu/thechp/
• Very Special Arts http://www.vsarts.orq
• The ARC http://thearc.orq
• NORD National Organization for Rare Disorders http://pcnet.com/orphan
• BEACH Center http://www.Isi.ukans.edu/beach/BEACHHP.HTM
• PACER http://www.pacer.orq
• Special Olympics International http://www.specialolvmpics.orq
• Parents helping Parents http://www.php.com
• National Parent to Parent Support and Information System, Inc. http://www.nppsis.org

• The US Department of Education http://www.ed.qov
• The National Association of State Boards of Education (NASBE) http://www.nasbe.orq
• Fedworld Information Network http://www.fedworld.gov
• ERIC (Educational Clearinghouse on Disabilities and gifted Education) http://www.cec.sped.orq
• The Resource Room http://www.geocities.com/ath,ens/forum/1997
• Advocates http://infocom.com/-intern
• PTI (Parent Training Information) Centers in the US http://www.npnd.orq
• CCIE (Connecticut Coalition for Inclusive Education http://www.includeme.com
• Inclusion Press Homepage http://www.inclusion.com
• The Disability Rights Activist http://www.teleport.com/-abarhydt
• RESNA Association for the Advancement of Rehabilitation Technology http://www.resna.orq

• ADD Attention Deficit Disorder:
  
  CHADD Children and Adults with ADD http://www.chadd.org
• Autism:
  
  Autism Society of America http://www.autism-society.org
• Blindness/Vision Impairment:
  
  National Eye Institute http://www.nei.nih.gov
• Brain Injury:
  
  Brain Injury Association http://www.biausa.org
• Cerebral Palsy:
  
  United Cerebral Palsy Associations, Inc. http://www.ucpa.org
• Deafness/Hearing Impaired:
  
  National Information Center on Deafness http://www.gallaudet.edu/ -nicd
• Down Syndrome:
  
  National Down Syndrome Society http://w-tvtw.ndss.org
• Epilepsy:
  
  The Epilepsy foundation of America http://www.efa.org
• Health Issues:
  
  National Health Information Center http://www.nhic-nt.healtli.org
  Department of Health and Human Services http://www.os.dhhs.gov
• Hydrocephalus:
  
  Hydrocephalus Association http://neurosurgery.mgh.harvard.edu/h.a
• Learning Disabilities:
  
  Learning Disabilities Association of America http://danatl.org
  NCLD National Center for Learning Disabilities http://www.ncld.org
  Council for Learning Disabilities http://www.winthro.edu/cdl
  Council for Exceptional Children http://www.cec.sped.org
  PERC Parents & Educators Resource Center http://www.w.pere-schwabfdn.org
  International Dyslexia Association http://www.interdys.org
• Mental Illness:
  
  Knowledge Exchange Network http://www.mentalhealth.org
  National Alliance for the Mentally Ill http://www.nami.org
• Mental Retardation:
  
  AAMR American Association on Mental Retardation http://www.aainr.org
• Speech and Language Delay:
  
  American Speech-Language-Hearing Association http://www.ash.a.org
• Spina Bifida:
  
  Spina Bifida Association of America http://www.info.hiway.com/spinabifda
• Stuttering:
  
  National Center on Stuttering http://www.stuttering.com

• Home
• Information
• Schools
• School Boards
• Administrators
• Teachers
• About Us
• Site Map