Source: https://telioslaw.com/blog/overview-special-education-law-part-i
Timestamp: 2019-04-26 04:38:09+00:00

Document:
Written by Theresa Sidebotham on January 1, 2009 at 9:06 p.m.
Part I of this article provides an overview of special education law, to give the practitioner a working knowledge of the process. It reviews the Individuals with Disabilities Education Improvement Act (IDEA), including “child find” and eligibility, how services are provided, due process, school discipline, and transitions. It also addresses Section 504 of the 1973 Rehabilitation Act.
Many children have special needs that affect their education. Sometimes, the educational system works to meet these needs. Often, it does not. A parent, attorney, or other advocate needs to know what the law pertaining to special education provides and how the system should work for children with special needs, be able to identify where things go wrong, and use the legal process to fix it.
This two-part article provides an overview of the laws governing educational access for children with special needs. Part I describes the statutory and regulatory scheme that covers all children with special needs. Part II, which will be published in a future issue, will discuss areas of special education law relevant to children involved in the juvenile justice system in child welfare and delinquency matters.
IDEA is by far the most detailed statute pertaining to children with special needs. The Code of Federal Regulations interprets IDEA.8 The Colorado Exceptional Children’s Education Act (ECEA) governs the implementation of IDEA in Colorado.9 The Rules for the Administration of the ECEA interpret the ECEA.10 IDEA and all accompanying rules are reauthorized or revised periodically, so practitioners should always check appropriate resources for updates.
IDEA sets forth the process for identifying a child with special needs, providing special education, and resolving any disputes that occur along the way. IDEA is driven by the concept of parent advocacy; without parent advocacy, the system may be ineffective. IDEA contemplates the parents and school working together as a team. The first step is to identify whether a child falls under the scope of IDEA.
If the parents disagree with the evaluation, they may obtain an independent educational evaluation.22 Parents may request an independent evaluation at the school district’s expense. The school district either must grant the request for an evaluation or provide an administrative hearing to review the existing evaluation.23 After the evaluation, a meeting takes place with a multidisciplinary team to determine if the child is eligible for special education services. Advocates and parents should ask for copies of the evaluation before the eligibility meeting,24 although with the short timeline under IDEA, they may not be available.
Other advocates or experts also may be invited,26 at the discretion of parents or school.
After the child is determined eligible under IDEA, an Individualized Education Program (IEP) will be created. Usually, determining eligibility and creating an IEP is a successful collaborative process when the right individuals are present. The eligibility meeting and creation of the IEP may occur at the same or different meetings,27 depending partly on whether evaluations and IEP proposals were available to all parties in advance.
Under IDEA, a child with a disability is entitled to receive a “free appropriate public education” (FAPE) in the least restrictive environment (LRE). The services provided and goals to be achieved are written in the IEP, the most important document in IDEA.
An IEP should address factors such as limited proficiency in English or behavioral problems.
Under Part C Early Childhood Services, an Individualized Family Service Plan (IFSP) is developed. An IFSP provides services to meet the child’s and family’s needs, based on an evaluation of the resources, priorities, and concerns of the family. “The IFSP process emphasizes services to meet the child’s and family’s needs and considers the resources, priorities and concerns of the family.”51 The IFSP addresses the following in writing: (1) a child’s strengths and needs; (2) the resources and priorities of the family related to the child; (3) outcomes to measure the child’s progress; and (4) necessary supports and services to achieve the outcomes. The IFSP is reviewed at least every six months.
The IFSP will identify a Service Coordinator, who is responsible for implementing the plan, and who coordinates a variety of local service providers and service agencies.56 Part C agencies, providing service coordination and IFSP services, are local Community Centered Boards (CCB) that coordinate efforts among interagency groups that cover a county or counties. The plan must be reevaluated and reviewed at certain intervals.
If parents disagree with a school’s decision, such as an evaluation, a change in evaluation, or a denial of services, a good place to start is the informal dispute resolution procedures in the school, such as a conference with the director of special education. IDEA does not require that administrative procedures be exhausted, but if issues can be resolved at a lower and local level, it may serve the child better and preserve relationships.
All students have due process rights in a school discipline process. Discipline for a child with disabilities under IDEA is much more complex.
try to identify a teacher or counselor the child can talk to regularly; a child who believes there is a way to solve problems is less likely to experience a disruptive outburst.
Sometimes, when the student knows a highly structured plan exists, including positive steps that the student can control, the incidence of stress-induced inappropriate behavior is drastically reduced. If support staff provide regular training in problem solving and conflict management each time a conflict situation arises, the student not only internalizes the positive strategies, but also approaches life with growing hope that problems may have a solution.
Section 504 provides broader protections than IDEA, in the sense that it covers more people and extends into adulthood. However, the protections are not as detailed and Section 504 funding is minimal.
Section 504 is a broad civil rights law.120 However, it is important to note that it covers only employers, programs, agencies and facilities that receive federal funding.121 This, of course, would include any public school.
This Part I serves as a brief overview of the statutory scheme for special education in Colorado. For a list of useful resources for future study, check the “Special Education” section of the Juvenile Law Benchbook or contact the author. Part II of this article will focus on aspects of special education that apply to child welfare and juvenile justice.
1. 20 U.S.C. §§ 1400 et seq.
2. 29 U.S.C. § 794; 34 C.F.R. §§ 104.31 through 104.39.
3. 42 U.S.C. §§ 12101 et seq.
4. 20 U.S.C. §§ 6301 through 6578.
5. 42 U.S.C. §§ 11431 through 11435.
6. 20 U.S.C. § 1232g.
7. Pub. Law No. 105-89.
8. 34 C.F.R. §§ 300 et seq.
9. CRS §§ 22-20-101 through -118.
10. State Bd. of Educ. Rule (Rule) 2220-R-1.00 to 12.07, 1 CCR § 301-8 (2007), available at ww.cde.state.co.us/cdesped/index.asp.
11. 20 U.S.C. § 1400(d).
12. 20 U.S.C. § 1401(29).
13. 20 U.S.C. § 1401(3); 34 C.F.R. § 300.8(a)(1); Rule 2.08.
14. Wright and Wright, Special Education Law 50 (2d ed., Harbor House Law Press Inc., 2007).
15. Id. at 72. See 20 U.S.C. § 1412(a)(3); 34 C.F.R. § 300.111(a); CRS § 22-20-103.
16. 34 C.F.R. § 300.111(c).
17. Rule 4.02(1)(a)(i) and (ii), 1 CCR § 301-8 (2007).
18. 20 U.S.C. § 1414(a)(1)(B).
19. 20 U.S.C. § 1414(a)(1)(D).
20. 20 U.S.C. § 1414(a)(1)(D)(ii).
21. Wright, supra note 14 at 93; 20 U.S.C. § 1414(a)(1)(C).
22. 20 U.S.C. § 1415(b)(1).
23. Chapman, The Everyday Guide to Special Education Law 27 (The Legal Center for People with Disabilities and Older People, 2005); 20 U.S.C. § 1415.
24. McNaught, Learning Curves: Education Advocacy for Children in Foster Care 50 (American Bar Association (ABA) Center on Children and the Law, 2004).
26. McNaught, supra note 24 at 50.
28. 20 U.S.C. § 1401(9).
30. Chapman, supra note 23 at 5-6; 20 U.S.C. § 1401(26).
31. Bd. of Educ. v. Rowley, 458 U.S. 176 (1982); Wright, supra note 14 at 51.
32. 20 U.S.C. § 1400(c)(5)(A).
33. 34 C.F.R. § 300.114(a); CRS § 22-20-108.
34. L.B. and J.B. v. Nebo School Dist., 379 F.3d 966, (10th Cir. 2004).
35. 20 U.S.C. § 1412(a)(5); Chapman, supra note 23 at 13.
36. 34 C.F.R. § 300.114(a).
37. 20 U.S.C. § 1414(d)(1)(A).
38. See 20 U.S.C. § 1414(d)(1)(A); 34 C.F.R. §§ 300.320 and 324.
39. 20 U.S.C. § 1414(d)(1)(B); 34 C.F.R. § 300.321.
40. McNaught, “Mythbusting: Breaking Down Confidentiality and Decision-Making Barriers to Meet the Education Needs of Children in Foster Care” 22 (ABA, 2005), available at www.abanet.org/child/educa tion/other-pub.shtml.
41. Chapman, supra note 23 at 34-35.
42. 20 U.S.C. § 1414(d)(4)(A).
43. 20 U.S.C. § 1414(a)(2)(A)(B).
44. McNaught, supra note 24 at 24.
46. 20 U.S.C. § 1414(2)(C)(1).
47. 20 U.S.C. § 1414(2)(C)(ii).
48. 20 U.S.C. § 1431(a).
49. 20 U.S.C. § 1432(5).
51. Chapman, supra note 23 at 93.
52. Department of Human Services, Division of Developmental Disabilities, Colorado State Plan Under Part C of the Individuals with Disabilities Education Act 20-21 (2007).
53. Chapman, supra note 23 at 93-96.
54. 20 U.S.C. § 1436(a)(3). See also 20 U.S.C. § 1436(d) (details on the content of an individualized family service plan).
55. 20 U.S.C. § 1436(e).
56. Chapman, supra note 23 at 98.
57. Id. at 98-99; 20 U.S.C. §§ 1436(d)(8) and 1437(a)(9)(A)(i).
58. McNaught, supra note 24 at 79.
59. Chapman, supra note 23 at 100-101; 20 U.S.C. § 1439(a).
60. 20 U.S.C. § 1419(a).
62. 20 U.S.C. § 1413(f)(1).
63. 20 U.S.C. § 1415(d).
64. 20 U.S.C. § 1415(b)(3) and (c).
65. 20 U.S.C. § 1415(c)(2).
66. 20 U.S.C. § 1415(c) and (f).
67. 20 U.S.C. § 1415(e) and (f)(1)(B).
68. 20 U.S.C. § 1415(f) and (h).
69. 20 U.S.C. § 1415(g).
70. 20 U.S.C. § 1415(i); Wright, supra note 14 at 117.
71. Tulman and McGee, eds., Special Education Advocacy for Children in the Juvenile Delinquency System 9-16 (University of the District of Columbia School of Law Juvenile Law Clinic, 1998).
72. 20 U.S.C. § 1415(j).
73. Wright and Wright, From Emotions to Advocacy (Harbor House Law Press Inc., 2008).
74. 20 U.S.C. § 1415(k)(1)(A); 34 C.F.R. § 300.530(a).
75. Wright, supra note 14 at 118.
76. Chapman, supra note 23 at 64-65.
77. 20 U.S.C. § 1415(k)(5).
78. 20 U.S.C. § 1415(k)(5)(B); 34 C.F.R. § 300.534(b).
79. 20 U.S.C. § 1415(k)(5)(C); 34 C.F.R. § 300.534(c).
80. 20 U.S.C. § 1415(k)(5)(D); Wright, supra note 14 at 122; 34 C.F.R. § 300.534(d).
81. 20 U.S.C. § 1415(j).
82. Tulman, supra note 71 at 4-8.
83. 20 U.S.C. § 1415(k)(1)(B); 34 C.F.R. § 300.530(b)(1).
84. 20 U.S.C. § 1415(k)(1)(C) and (E).
85. Tulman, supra note 71 at 4-15.
86. E-mail correspondence from Brad Bittan, juvenile law attorney (May 22, 2008) (on file with author).
87. 20 U.S.C. § 1415(k)(1)(E)(i).
88. 20 U.S.C. § 1415(k)(1)(E)(i)(I); 34 C.F.R. § 300.530(e).
89. 20 U.S.C. § 1415(k)(1)(E)(i)(II).
90. 20 U.S.C. § 1415(k)(1)(E)(ii).
91. 34 C.F.R. § 300.530(e)(3).
92. Chapman, supra note 23 at 63.
93. Wright, supra note 14 at 119.
94. Garfinkel et al., Unique Challenges, Hopeful Responses: A Handbook for Professionals Working With Youth With Disabilities in the Juvenile Justice System 52 (Pacer Center, Minneapolis, MN, 1997).
95. Starin, “Functional Behavioral Assessments: What, Why, When, Where, and Who?” available at www.wrightslaw.com/info/discipl.fab.starin.htm.
96. 20 U.S.C. § 1415(k)(1)(F)(i) through (iii); 34 C.F.R. § 300.530(f).
97. 18 U.S.C. § 930(g)(2).
98. 18 U.S.C. § 1365(h)(3).
99. 20 U.S.C. § 1415(k)(1)(G) and (k)(7); 34 C.F.R. § 300.530(g) and (i).
100. 20 U.S.C. § 1415(k)(1)(G) .
101. 20 U.S.C. § 1415(k)(2); 34 C.F.R. § 300.531.
102. 20 U.S.C. § 1415(k)(3)(A).
104. 20 U.S.C. § 1415(k)(4); 34 C.F.R. § 300.533.
105. 20 U.S.C. § 1415(k)(4).
107. Chapman, supra note 23 at 63.
108. Herrick and Ward, Advocating for the Educational Needs of Children in Out-of-Home Care 5-3 (Colorado Department of Human Services).
110. Colorado Department of Education Exceptional Student Services Unit, “Colorado FFY 2005-2010 State Performance Plan for Special Education” 84 (2005, updated Feb. 2008), available at www.cde.state.co.us/cdesped/download/pdf/CurrentSPPupdated_090508_posted_090508.pdf.
111. See Exceptional Student Services Unit home page at www.cde.state.co.us/cdesped for contact information.
112. 20 U.S.C. § 1414(d)(1)(A)(i)(VIII). This is an example of a state making a more stringent administrative rule. In lieu of 34 C.F.R. § 300.320(b), Rule 4.03(6)(d)(i), 1 CCR § 301-8 (2007) requires the transition plan begin no later than the age of 15, rather than 16.
113. 34 C.F.R. § 300.320(b).
116. 34 C.F.R. § 300.102(a)(3).
117. Tulman, supra note 71 at 9-8.
118. National Council on Disability, “Youth with Disabilities in the Foster Care System: Barriers to Success and Proposed Policy Solutions” 35 (2008), available at www.ncd.gov/newsroom/publications/2008/Foster CareSystem_Report.html.
119. 29 U.S.C. § 794(a).
121. Chapman, supra note 23 at 77.
122. Wright, supra note 14 at 292.
123. 29 U.S.C. § 794(a); 42 U.S.C. § 12102(2).
124. Wright, supra note 14 at 292.
125. National Children’s Law Network, “In School, the Right School, Finish School” 24 (Holland & Hart and Rocky Mountain Children’s Law Center, 2007), citing 23 IDELR 504 (Office of the Child Representative, 1994).
126. 29 C.F.R. § 1630.2(j)(1)(i).
127. 29 C.F.R. § 1630.2(j)(1)(ii).
128. 34 C.F.R. § 104.33(b)(1).
129. Chapman, supra note 23 at 79.
130. Id. at 79; 34 C.F.R. §§ 104.34(b) and 104.37(a).
131. Wright, supra note 14 at 293.
133. Chapman, supra note 23 at 83.
136. Tulman, supra note 71 at 4-22.
138. Wright, supra note 14 at 293.
139. 42 U.S.C. §§ 12101 et seq.
140. Chapman, supra note 23 at 84-85; 42 U.S.C. § 12132.
141. Chapman, supra note 23 at 85-86.
143. Burrell and Warboys, “Special Education and the Juvenile Justice System,” Office of Juvenile Justice and Delinquency Prevention, Juvenile Justice Bulletin 2 (July 2000).

References: § 794
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 § 1415
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 § 1401
 § 1401
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 § 1400
 § 300
 § 22
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 § 1412
 § 300
 § 1414
 § 1414
 § 1414
 § 300
 § 1414
 § 1414
 § 1414
 § 1414
 § 1431
 § 1432
 § 1436
 § 1436
 § 1436
 § 1439
 § 1419
 § 1413
 § 1415
 § 1415
 § 1415
 § 1415
 § 1415
 § 1415
 § 1415
 § 1415
 § 1415
 § 1415
 § 300
 § 1415
 § 1415
 § 300
 § 1415
 § 300
 § 1415
 § 300
 § 1415
 § 1415
 § 300
 § 1415
 § 1415
 § 1415
 § 300
 § 1415
 § 1415
 § 300
 § 1415
 § 300
 § 930
 § 1365
 § 1415
 § 300
 § 1415
 § 1415
 § 300
 § 1415
 § 1415
 § 300
 § 1415
 § 1414
 § 300
 § 301
 § 300
 § 300
 § 794
 § 794
 § 12102
 § 1630
 § 1630
 § 104
 § 12132