http://www.Nichcy.org/RSS feed from Nichcy - EducateChildrenCopyright 2007-2008 Sumit RawatRSSviaXmlTextWriter v1.0http://www.nichcy.org/EducateChildren/pages/Default.aspxNo DescriptionTue, 08 Sep 2009 14:06:26 GMThttp://www.nichcy.org/EducateChildren/pages/QAseries.aspxVisit our evolving series of <em>Q&As </em>on IDEA 2004 for a brief, to-the-point look at specific topics. At the moment, there are 2 <em>Q&As</em> available: (1) IDEA's Purposes and Key Definitions; and (2) Parent Participation.Tue, 14 Apr 2009 11:35:12 GMThttp://www.nichcy.org/EducateChildren/Steps/pages/default.aspxWondering what special education is all about? What it involves, how a child becomes eligible for this special help in school? Want the short story version, not the encyclopedia? Then come here for a to-the-point overview of the 10 basic steps involved.Thu, 17 Sep 2009 15:11:48 GMThttp://www.nichcy.org/EducateChildren/Steps/pages/ReqEval.aspxNo DescriptionMon, 08 Dec 2008 02:12:07 GMThttp://www.nichcy.org/EducateChildren/IEP/pages/default.aspx<p class=MsoNormal>Every child receiving special education services under IDEA must have an IEP<span style="font-family:tahoma">—Individualized Education Program<span style="font-family:tahoma">—</span></span>a written document that details the services and supports the child will receive. Come here to learn all about IEPs <span style="font-family:tahoma">—</span>what the law requires, what information a typical IEP contains, how IEPs are developed, and so on.</p>Mon, 22 Jun 2009 16:01:11 GMThttp://www.nichcy.org/EducateChildren/IEP/pages/overview.aspxFind out fast what an IEP is, who writes it, and what it contains.Mon, 08 Dec 2008 02:11:57 GMThttp://www.nichcy.org/EducateChildren/IEP/pages/team.aspxA child's IEP is developed by a team of individuals that includes key school staff and the child's parents. Find out who's required by law to serve on the team and what they might contribute to developing the IEP.Mon, 08 Dec 2008 02:11:59 GMThttp://www.nichcy.org/EducateChildren/IEP/pages/IEPcontents.aspxA child's IEP, by law, must contain specific information, including the special education and related services that he or she will receive. But there's so much more in an IEP! Find out in detail.Fri, 24 Apr 2009 17:06:21 GMThttp://www.nichcy.org/EducateChildren/IEP/pages/regulareducator.aspxIf a child is participating in the regular education environment (or is going to be participating), then IDEA requires that at least one regular educator of the child be included on the IEP team. Wed, 05 Aug 2009 17:27:22 GMThttp://www.nichcy.org/EducateChildren/IEP/pages/parents-on-team.aspxParents of the child with a disability are vital members of the IEP team, with an expertise to contribute like no one else's.Mon, 09 Nov 2009 11:34:00 GMThttp://www.nichcy.org/EducateChildren/IEP/pages/speceducator.aspxSpecial educators, with their knowledge of how to educate children with disabilities, are obviously a very important part of a child's IEP team.Mon, 08 Dec 2008 02:11:59 GMThttp://www.nichcy.org/EducateChildren/IEP/pages/representative.aspxThe IEP team must also include a representative of the school system, who has the authority to commit agency resources. This person must have specific qualifications. Find out what those are.Mon, 08 Dec 2008 02:12:00 GMThttp://www.nichcy.org/EducateChildren/IEP/pages/interpreting-eval-results.aspxIs there someone on the IEP team who can interpret the child's evaluation results and discuss what they mean in terms of <em>instruction?</em>Mon, 08 Dec 2008 02:12:01 GMThttp://www.nichcy.org/EducateChildren/IEP/pages/specialexpertise.aspxEither the parent or the school system may invite others to join the team, if they have knowledge or special expertise about the child. This can include related service providers.Mon, 08 Dec 2008 02:12:01 GMThttp://www.nichcy.org/EducateChildren/IEP/pages/student-on-team.aspxOf course, the student with a disability might have something to say about his or her own education!Mon, 08 Dec 2008 02:12:01 GMThttp://www.nichcy.org/EducateChildren/IEP/pages/PresentLevels.aspxHow is the child currently doing in school? How does the disability affect his or her performance in class? This type of information is captured in the "present levels" statement in the IEP. Mon, 08 Dec 2008 02:12:01 GMThttp://www.nichcy.org/EducateChildren/IEP/pages/goals.aspxOnce a child’s needs are identified, the IEP team works to develop appropriate goals to address those needs. <em>Annual goal</em> describe what the child is expected to do or learn within a 12-month period. Mon, 08 Dec 2008 02:12:02 GMThttp://www.nichcy.org/EducateChildren/IEP/pages/benchmarks.aspx<p><span>Benchmarks or short-term objectives are required only for children with disabilities who take alternate assessments aligned to alternate achievement standards. If you're wondering what that means, this article will tell you!</span></p>Mon, 08 Dec 2008 02:12:02 GMThttp://www.nichcy.org/EducateChildren/IEP/pages/progress.aspxEach child's IEP must also contain a description of how his or her progress toward meeting the annual goals will be measured and when it will be reported to parents. Learn more about how to write this statement in this short article.Mon, 08 Dec 2008 02:12:02 GMThttp://www.nichcy.org/EducateChildren/IEP/pages/SpecialEducation.aspxThe IEP must contain a statement of the <em>s</em>pecial education and related services and supplementary aids and services to be provided to the child, or on behalf of the child. This article focuses on the first element: a statement of the special education that will be provided for the child.Thu, 19 Feb 2009 15:55:22 GMThttp://www.nichcy.org/EducateChildren/IEP/pages/RelatedServices.aspxTo help a child with a disability benefit from special education, he or she may also need extra help in one area or another, such as speaking or moving. This additional help is called <em>related services</em>. Find out all about these critical services here. Mon, 08 Dec 2008 02:12:02 GMThttp://www.nichcy.org/EducateChildren/IEP/pages/supplementary.aspx<span><span>Supplementary aids and services are intended to improve</span></span><span> children’s access to learning and their participation across the spectrum of academic, extracurricular, and nonacademic activities and settings. The IEP team must determine what supplementary aids and services a child will need and specify them in the IEP. </span>Mon, 08 Dec 2008 02:12:03 GMThttp://www.nichcy.org/EducateChildren/IEP/pages/modifications-schoolpersonnel.aspxAlso part of the IEP is identifying the program modifications or supports for school personnel that will be provided. Read more here.Mon, 08 Dec 2008 02:12:03 GMThttp://www.nichcy.org/EducateChildren/IEP/pages/ExtentofParticipation.aspxThe IEP must also include an explanation of the extent, if any, to which the child will not participate with nondisabled children in the regular class and in other school settings and activities. Read how this connects to IDEA's foundational principle of LRE.Mon, 08 Dec 2008 02:12:03 GMThttp://www.nichcy.org/EducateChildren/IEP/pages/AccommodationsinAssessment.aspxIDEA requires that students with disabilities take part in <em>state or districtwide assessments</em>. The IEP team must decide if the student needs accommodations in testing or another type of assessment entirely. In this component of the IEP, the team documents how the student will participate.Mon, 08 Dec 2008 02:12:03 GMThttp://www.nichcy.org/EducateChildren/IEP/pages/ServiceDelivery.aspxWhen will the child begin to receive services? Where? How often? How long will a "session" last? Pesky details, but important to include in the IEP!Mon, 08 Dec 2008 02:12:03 GMThttp://www.nichcy.org/EducateChildren/IEP/pages/TransitionPlanning.aspxBeginning no later than a student's 16th birthday (and younger, if appropriate), the IEP must contain transition-related plans designed to help the student prepare for life after secondary school. Mon, 08 Dec 2008 02:12:04 GMThttp://www.nichcy.org/EducateChildren/IEP/pages/AgeofMajority.aspx<span>Beginning at least one year before the student reaches the age of majority, the IEP<span> </span>must include a statement that the student has been told about the rights (if any) that will transfer to him or her at age of majority. What is "age of majority" and what does this statement in the IEP look like? </span>Mon, 08 Dec 2008 02:12:04 GMThttp://www.nichcy.org/EducateChildren/IEP/pages/meetings.aspx<span>What goes on at an IEP team meeting? What does IDEA require? What types of considerations, discussions, and decisions must be made by the IEP team? Find out here. </span>Wed, 17 Jun 2009 16:20:32 GMThttp://www.nichcy.org/EducateChildren/IEP/pages/scheduling.aspxIDEA includes clear and detailed provisions that guide how schools schedule IEP meetings so that parents have the opportunity to be involved and participate.Mon, 08 Dec 2008 02:12:04 GMThttp://www.nichcy.org/EducateChildren/IEP/pages/interpreter.aspxSchool systems must take whatever action is necessary to ensure that the parent understands the proceedings of the IEP team meeting, including arranging for an interpreter for parents with deafness or whose native language is other than English.Mon, 08 Dec 2008 02:12:04 GMThttp://www.nichcy.org/EducateChildren/IEP/pages/special-factors.aspxIDEA lists five special factors that the IEP team must consider in the development, review, and revision of each child’s IEP: behavior, limited English proficiency, Braille and children with blindness or visual impairment, communication needs (especially important for children who are deaf or hard of hearing), and assistive technology. Find out more here!Mon, 08 Dec 2008 02:12:05 GMThttp://www.nichcy.org/EducateChildren/effective/pages/default.aspxConnect with special education's knowledge base on effective educational practices at the classroom level and across an entire school.Mon, 22 Jun 2009 16:03:22 GMThttp://www.nichcy.org/EducateChildren/effective/pages/specedcurr.aspx<div id="ctl00_PlaceHolderMain_ctl07__ControlWrapper_RichHtmlField" style="display:inline"> <p>Special educators have a tremendous amount of expertise to share, especially about individualizing instruction for students with specific kinds of disabilities. Here are half a dozen "starter" links that will take you into the heart of more, more, more.</p></div>Fri, 06 Nov 2009 19:10:36 GMThttp://www.nichcy.org/EducateChildren/effective/pages/gened.aspxIDEA requires that students with disabilities be involved in, and make progress in, the general education curriculum--the same subject matter and skills that children without disabilities are expected to learn: math, science, history, and so on. Need resources to help them succeed? Fri, 06 Nov 2009 19:07:38 GMThttp://www.nichcy.org/EducateChildren/effective/pages/UD.aspxUniversal design is "an approach to designing environments and products so they can be used by the widest range of users without adaptation." Mon, 08 Dec 2008 02:11:53 GMThttp://www.nichcy.org/EducateChildren/effective/pages/publishers.aspx<p class=MsoNormal>If you're looking for guidance on effective instruction for children with specific disabilities, it's often helpful to check out what commercial publishers have to offer. Here, we've rounded up a few to get you started.</p>Thu, 19 Feb 2009 14:36:01 GMThttp://www.nichcy.org/EducateChildren/effective/pages/brain101.aspxResearch on the human brain has brought an explosion of excitement and promise to our understanding of ourselves---how we think, how we learn, how the brain regulates activities and reacts to stimulation. Emerging findings speak directly to effective educational practice.Tue, 28 Apr 2009 16:59:32 GMThttp://www.nichcy.org/EducateChildren/evaluation/pages/default.aspxBefore a child may receive special education and related services for the first time, a full and individual initial evaluation of the child must be conducted in order to see if the child has a disability and if he or she is eligible for special education. Find out all about the evaluation process here.Mon, 22 Jun 2009 16:00:29 GMThttp://www.nichcy.org/EducateChildren/placement/pages/default.aspx<div>Where will a student with a disability receive his or her special education and related services? IDEA requires placement in the least restrictive environment (LRE) for each child, a setting that is based on the child's IEP. Find out <em>who </em>decides placement and <em>how </em>they decide it. Also find out how disciplinary actions at school can affect a child's placement.</div>Mon, 22 Jun 2009 16:01:43 GMThttp://www.nichcy.org/EducateChildren/placement/pages/overview.aspxPlacement, in overview. Here are the basics, if you please.Fri, 06 Feb 2009 14:25:59 GMThttp://www.nichcy.org/EducateChildren/placement/pages/disciplineplacements.aspxHow is a child's placement affected when he or she is being disciplined for a violation of the student code? Find out what authority school personnel have to remove a child from his or her current placement, what authority the hearing officer has, what constitutes a change of placement, and what placement the child will have during any appeal.Fri, 20 Feb 2009 09:27:29 GMThttp://www.nichcy.org/EducateChildren/placement/pages/placement-LRE.aspxLRE--least restrictive environment--is a foundational principle in IDEA. What is LRE, and how does it shape placement decisions? This extensive discussion takes a detailed look.Tue, 03 Nov 2009 18:40:47 GMThttp://www.nichcy.org/EducateChildren/placement/pages/disciplineregs.aspxNo DescriptionFri, 20 Feb 2009 09:29:43 GMThttp://www.nichcy.org/EducateChildren/placement/pages/disc-details.aspxHere are all the details on IDEA's discipline procedures, which guide how schools respond to behavioral infractions of children with disabilities. Fri, 20 Feb 2009 09:28:03 GMThttp://www.nichcy.org/EducateChildren/placement/pages/schoolauthority.aspxWhat authority do school personnel have to discipline a student with a disability who has violated a code of student conduct? Details here, including the school's general authority, case-by-case determinations, the 10-day rule, and what constitutes a "change of placement."Fri, 20 Feb 2009 09:28:13 GMThttp://www.nichcy.org/EducateChildren/placement/pages/specialcircumstances.aspx"Special circumstances" involve weapons, drugs, or serious bodily injury. Find out what authority school personnel have to remove a student with a disability whose violation of the student code of conduct involves any of these three factors.Fri, 20 Feb 2009 09:28:21 GMThttp://www.nichcy.org/EducateChildren/placement/pages/manifestation.aspx<span>One purpose of a manifestation determination is to determine whether or not the child’s behavior is linked to his or her disability. Find out when this process is required and who is involved.</span>Fri, 20 Feb 2009 09:28:29 GMThttp://www.nichcy.org/EducateChildren/placement/pages/services.aspxWhat is the school system's obligation to provide special education and related services to a student with a disability during his or her disciplinary removal? IDEA addresses this critical question in its "extent of services" provisions.Fri, 20 Feb 2009 09:28:37 GMThttp://www.nichcy.org/EducateChildren/placement/pages/appeals.aspx<span>Both the LEA and the parent of the child with a disability have the right to request a due process hearing to appeal decisions taken during disciplinary procedures, although the reasons these parties may do so differ. </span>Fri, 20 Feb 2009 09:28:44 GMThttp://www.nichcy.org/EducateChildren/placement/pages/pendency.aspx<p class=MainText>Where will the child be placed until a decision on an appeal is issued—the original placement from which the child was removed during the disciplinary action, the interim alternative educational setting, or another setting that the parents and school agree to? If you're wondering what happened to the "stay-put" provision, you'll find your answer here.</p>Fri, 20 Feb 2009 09:28:50 GMThttp://www.nichcy.org/EducateChildren/placement/pages/basis.aspx<p>How do IDEA's discipline procedures apply to <span>children not previously determined to be eligible for special education and related services ? It all depends on whether or not the school system had what's known as a "basis of knowledge." </span></p>Fri, 20 Feb 2009 09:28:58 GMThttp://www.nichcy.org/EducateChildren/placement/pages/reportingcrimes.aspx<p class=MsoNormal>Are school systems allowed to report crimes committed by children with disabilities? Yes, with conditions.</p>Fri, 20 Feb 2009 09:29:05 GMThttp://www.nichcy.org/EducateChildren/placement/pages/example.aspxSee how IDEA's discipline procedures apply in real life by looking at the case of Charlie.Fri, 20 Feb 2009 09:29:12 GMThttp://www.nichcy.org/EducateChildren/disputes/pages/default.aspxWhen disagreements occur between the parents of a child with disability and the school, both can turn to IDEA’s dispute resolution options. Find out more about these options here.Mon, 22 Jun 2009 16:05:25 GMThttp://www.nichcy.org/EducateChildren/disputes/pages/overview.aspxIf you'd like to start with a crash course on dispute resolution options in a short read, this one's for you.Mon, 08 Dec 2008 02:11:48 GMThttp://www.nichcy.org/EducateChildren/disputes/pages/informal.aspxWhile IDEA offers parents and schools several ways to resolve their disputes, other less formal approaches are available as well, including holding an IEP meeting to review and revise the child's IEP or holding a facilitated IEP meeting. Mon, 08 Dec 2008 02:11:48 GMThttp://www.nichcy.org/EducateChildren/disputes/pages/statecomplaint.aspxFind out about the state complaint under IDEA---what is involves, who may file one and to whom, what information the complaint must contain, and what happens when it's received.Mon, 08 Dec 2008 02:11:48 GMThttp://www.nichcy.org/EducateChildren/disputes/pages/regs-statecomplaint.aspxThere's no substitute for reading IDEA's verbatim regulations for state complaint procedures.Mon, 08 Dec 2008 02:11:48 GMThttp://www.nichcy.org/EducateChildren/disputes/pages/statecompdetails.aspxWhy--and when--might you write a state complaint? To whom? What information must be included? And what happens next? The details are all here in this extensive discussion.Mon, 08 Dec 2008 02:11:48 GMThttp://www.nichcy.org/EducateChildren/disputes/pages/mediation.aspx<span>Mediation is designed to bring about a peaceful settlement or compromise between parties to a dispute through the objective intervention of a neutral party. This section provides the details.</span>Mon, 08 Dec 2008 02:11:48 GMThttp://www.nichcy.org/EducateChildren/disputes/pages/dueprocesscomplaint.aspxFiling a due process complaint is the first step in the process that may lead to a due process hearing, a formal proceeding held to resolve conflicts between parents and schools. Find out what's involved in filing a due process complaint and what must occur as a result.Mon, 08 Dec 2008 02:11:49 GMThttp://www.nichcy.org/EducateChildren/disputes/pages/resolution.aspx<p align=left>The resolution process became part of IDEA in 2004! The school system must convene a resolution meeting within 15 days of receiving notice of the parent’s due process complaint and prior to initiating the hearing. The purpose of the meeting is for parents to discuss their due process complaint, and the facts that form the basis of the due process complaint, so that the school system has the opportunity to resolve the dispute.</p>Mon, 08 Dec 2008 02:11:49 GMThttp://www.nichcy.org/EducateChildren/disputes/pages/hearings.aspx<p align=left>When parents and schools have been unable or unwilling to resolve a dispute themselves, they may proceed to a due process hearing. There, an impartial, trained hearing officer hears the evidence and issues a hearing decision. Learn about important timelines, the rights each party has at the hearing, and the role the hearing officer plays.</p>Fri, 06 Nov 2009 10:43:37 GMThttp://www.nichcy.org/EducateChildren/disputes/pages/regs-mediation.aspxNo DescriptionMon, 08 Dec 2008 02:11:49 GMThttp://www.nichcy.org/EducateChildren/disputes/pages/mediation-details.aspxNo DescriptionMon, 08 Dec 2008 02:11:49 GMThttp://www.nichcy.org/EducateChildren/disputes/pages/dueprocess-complaints-details.aspxNo DescriptionMon, 08 Dec 2008 02:11:49 GMThttp://www.nichcy.org/EducateChildren/disputes/pages/regs-dueprocesscomplaints.aspxNo DescriptionMon, 08 Dec 2008 02:11:50 GMThttp://www.nichcy.org/EducateChildren/disputes/pages/resolution-details.aspxNo DescriptionMon, 08 Dec 2008 02:11:50 GMThttp://www.nichcy.org/EducateChildren/disputes/pages/resolution-regs.aspxNo DescriptionMon, 08 Dec 2008 02:11:50 GMThttp://www.nichcy.org/EducateChildren/disputes/pages/regs-dueprocesshearing.aspxNo DescriptionMon, 08 Dec 2008 02:11:51 GMThttp://www.nichcy.org/EducateChildren/disputes/pages/hearings-details.aspxNo DescriptionMon, 08 Dec 2008 02:11:51 GMThttp://www.nichcy.org/EducateChildren/Children3-5/pages/default.aspxWhat services are available for preschoolers who are experiencing developmental delays? Where can families, childcare providers, and educators find help and support?Mon, 22 Jun 2009 15:59:36 GMThttp://www.nichcy.org/EducateChildren/Supports/pages/default.aspx<p align=left><span> There are many powerful ways to support children with disabilities in regular classrooms and school activities. Adaptations and modifications, designed to fit a student’s needs, can make all the difference in the world!</p></span>Wed, 15 Jul 2009 14:43:37 GMThttp://www.nichcy.org/EducateChildren/transition_adulthood/pages/Default.aspxYouth with disabilities need to plan ahead for their transition from high school to the adult world of postsecondary education or vocational training, employment, independent living, and community participation. The law mandates it, in fact! Enter here if you'd like to connect with a wealth of materials and knowledge.Wed, 30 Sep 2009 20:14:12 GMThttp://www.nichcy.org/EducateChildren/transition_adulthood/pages/adultservices.aspxRepresentatives of outside agencies may be invited to the IEP transition-planning table. Read about four of the primary agencies in adult services: Vocational Rehabilitation, the Social Security Administration, state-level agencies, and independent living centers. And, of course, there's an "other" category---other players and groups you may want to involve, too.Wed, 30 Sep 2009 20:14:58 GMThttp://www.nichcy.org/EducateChildren/transition_adulthood/pages/consultants.aspxIn addition to the main players at the transition planning table, have you thought about inviting any of these potential consultants to join the discussion?Wed, 30 Sep 2009 20:15:39 GMThttp://www.nichcy.org/EducateChildren/transition_adulthood/pages/employment.aspxWhat about work? What about preparing for a career? <em>What </em>career? Who can help? Find out here.Mon, 05 Oct 2009 11:59:43 GMThttp://www.nichcy.org/EducateChildren/transition_adulthood/pages/independent-living.aspxIndependent living involves so very much----making choices about how and where we live in the community. It involves everything from setting an alarm clock to getting out of bed, to self-care, to getting to work and back home again, to what to eat for dinner. Lots to think about and get ready for! Mon, 05 Oct 2009 11:51:55 GMThttp://www.nichcy.org/EducateChildren/transition_adulthood/pages/iep.aspxWhat kind of information might you include in a student's IEP as part of transition planning? Here's a closer look at writing transition-related IEP goals.Wed, 30 Sep 2009 20:14:39 GMThttp://www.nichcy.org/EducateChildren/transition_adulthood/pages/education.aspxLearn more about postsecondary education options such as college, trade schools, adult or continuing education, and vocational education. Connect with resources and helpful organizations.Wed, 30 Sep 2009 20:15:08 GMThttp://www.nichcy.org/EducateChildren/transition_adulthood/pages/student-involvement.aspxVery important! Come here if you're looking for resources about involving students in transition planning, person-centered planning tools, or materials and connections made just for students themselves.Wed, 30 Sep 2009 20:14:49 GMThttp://www.nichcy.org/EducateChildren/transition_adulthood/pages/basics.aspxStart with these beginning links to transition resources, divided into resources for general audiences, for parents, for professionals, and for students.Mon, 05 Oct 2009 11:57:31 GMT