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and Federal Law ensures that "all individuals with exceptional needs
have available to them a free, appropriate public education and related
services to meet their unique needs." When a child is being assessed
for possible special education needs, an Individualized Education
Program Team (IEPT) shall be convened. Parents are an integral part of
that team.
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| SELPA |  |
| The Special Education Local Plan Area (SELPA)
provides special education services in cooperation with the school
districts. The SELPA continues to ensure that eligible children, birth
through age twenty-one, with handicaps have the opportunity to
participate in programs and receive appropriate special education
services. Programs and services are available for eligible pupils from
infancy through age 21.
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| SST | |
| The school site Student Study Team discusses
and recommends intervention strategies using regular school resources
and personnel. The team may coordinate assessment referrals for
students whose needs cannot be met with modification of the regular
program. The SST may refer a student to special education only after
all resources of regular education have been considered and, where
appropriate, utilized.
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| Referral & Identification | |
Referrals for identification of a child with possible special needs may come from:
- Parents
- Teachers
- Doctors
- Community agency personnel
- School-based Student Study or Child Study Team
- Any concerned individual
- The child
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| Assessment | |
Assessment
will be done only with parent permission at which time parents will
also receive a copy of their rights. Upon identification of a special
need for a child, the IEP Team shall consider appropriate services and
placement.
Arrangements
will be made to have a child's strengths and possible needs evaluated.
This will be done through testing and conferences held among those who
have worked with the child: teachers, nurses, counselors, therapists,
psychologists and others. The assessment must be completed and an IEP
meeting held within 50 days after receipt of a signed assessment plan.
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| IEP | |
If the parent and the school agree that the child has a disability and requires special education services, an Individualized Education Program
will be designed to meet the child's needs. This will take place at a
meeting attended by parents and the school personnel and may include
others as appropriate.
An
IEP will be developed during the planning meeting if it is determined
that special education is needed. The following is a partial list of
what the Education Code calls for in an IEP:
- A summary of the assessment findings, including your child's strengths as well as needs.
- A statement of goals and objectives, which the group suggests for your child.
- A list of specific services that will be used to find out how well the plan is working (evaluation).
- A recommendation for placement.
- The starting date and frequency of services.
Parents
are invited to an IEP meeting with appropriate district staff and , if
necessary, personnel from Glenn County Office of Education, the SELPA
and/or other agencies. Parents may also bring other persons of their
own choosing. The following are some tips on how parents can best
participate:
Come prepared. Jot
down any questions you want answered or any suggestions you wish to
make regarding educational objectives, health, transportation,
schedules, and special information concerning your child's needs and
strengths.
Ask Questions. If the professionals use terms you do not understand, please ask for an explanation.
Parent Consent
Parent
consent is required before the IEP can be put into effect. If parents
are uncertain at the end of the meeting as to whether they want the
plan to go into effect, they may decline to sign it. They may take it
home and think about it if you wish. Those components of the plan that
are approved will be implemented. Parents have other rights if they
disagree with the discussion of the group. County or district personnel
will answer any questions about those rights.
IEP Review
At
least once a year there will be a meeting to review the plan to
determine if the plan is still appropriate or if it needs to be
changed. Parents may also request a review as necessary.
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| Programs Available | |
Designated Instruction and Service:
Such instruction and services will be provided by the regular class
teacher, the special education teacher or specialists competent to
provide such instruction and services. If not, the appropriately
credentialed Designated Instruction and Service (DIS) specialist will
provide such instruction and service. Some examples are: A-PE and S/L
services. If your child needs a specialized service, which relates to
his/her educational progress, it may be provided by the local school,
County Office of Education or an outside agency.
Resource Specialist Program:
The Resource Specialist provides instructional services to students in
order to implement the IEP. He/She also provides consultation to
parents and regular staff members in areas such as assessment,
curriculum and classroom management as well as monitoring pupil
services with regular school programs. The majority of the student's
day is spent in the regular program.
Special Day Classes:
Students with more intensive educational needs may require Special Day
Classes. Placement in Special Day Classes shall occur only when the
nature of the handicap is such that education in regular classes with
the use of supplementary aides and services cannot be achieved
satisfactorily. Typically 50% or more of the student's day is spent in
Special Day Classes.
State Special Schools: The state provides residential schools and assessment for handicapped pupils as appropriate.
Non-Public, Non-Sectarian Schools and Services:
All appropriate public school programs in the SELPA or nearby SELPAs
shall be explored prior to considering the non-public school program
alternatives.
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| Parents' Rights | |
Parents
are notified of all of their rights annually and at various stages
within the special education process. Staffs from the District, County
Office of Education or SELPA are available to answer questions and
provide assistance.
To view the Special Education Rights of Parents and Children document in your language, click the link below:
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